1. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 1 Chapter 1:Introduction Outline The Historical Perspective Early History The Twentieth and Twenty-First Centuries Stereotyping of Adolescents A Positive View of Adolescence Today’s Adolescents in the United States & Around the World Adolescents in the United States The Global Perspective The Nature of Development Processes and Periods Developmental Transitions Developmental Issues The Science of Adolescent Development Science and the Scientific Method Theories of Adolescent Development Research in Adolescent Development

2. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 2 What do you think about adolescence? Is it a difficulty or easy time of life? What are some of the good things that happened to you during your adolescence? Were there any bad?

3. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 3 History of adolescence: Some questions to think about Did past societies have what we call an adolescent period? Why has adolescence become known as such a terrible time? Is adolescence really that bad?

4. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 4 Historical Perspective Early History In early Greece, the philosophers commented about the nature of youth. Plato (4 th Century BCE) Aristotle (4 th Century BCE) In the Middle Ages, children and adolescents were viewed as miniature adults and were subject to harsh discipline. In the 18 th Century, the French philosopher Jean-Jacques Rousseau offered a more enlightened view of adolescence.

5. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 5 Historical Perspective The 20 th & 21 st Centuries G. Stanley Hall’s Storm-and-Stress View Margaret Mead’s Sociocultural View The Inventionist View Further Changes in the 20 th and 21 st Centuries –The women’s movement –The dual family and career objectives –Increased use of media and technology by adolescents Web, iPods, Cellphones, text messaging, YouTube & MySpace –Increased diversity (Continued from previous slide)

6. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 6 Historical Perspective Stereotyping of Adolescents A Stereotype is... A generalization that reflects our impressions and beliefs about a broad category of people. All stereotypes carry an image of what the typical member of a particular group is like. (Continued from previous slide)

7. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 7 Historical Perspective Some Stereotypes of Adolescents: “They say they want a job, but when they get one, they don’t want to work.” “They are all lazy.” “All they think about is sex.” “They are all into drugs.” “The problem with adolescents today is that they all have it too easy.” “They are so self-centered.” (Continued from previous slide)

8. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 8 Historical Perspective Stereotyping of Adolescents Joseph Adelson (1979) Coined the term adolescent generalization gap. Refers to generalizations that are based on information about a limited, often highly visible group of adolescents. (Continued from previous slide)

9. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 9 Historical Perspective A Positive View of Adolescence The negative stereotyping of adolescents is overdrawn. (Balsano & others, 2009; Lerner, Roeser, & Phelps, 2009). Old Centuries and New Centuries Psychologists are now calling for a focus on the positive side of human experience and greater emphasis on hope, optimism, positive individual traits, creativity, and positive group and civic values, such as responsibility, nurturance, civility, and tolerance. (Gestsdottir & Lerner, 2008). Generational Perceptions and Misperceptions Adults’ perceptions of adolescents emerge from a combination of personal experience and media portrayals, neither of which produces an objective picture of how typical adolescents develop. (Feldman & Elliott, 1990). (Continued from previous slide)

10. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 10 Today’s Adolescents in the United States and Around the World “Growing up has never been easy.” The developmental tasks today’s adolescents face are no different from those of adolescents 50 years ago. For a large majority of youth, adolescence is not a time of rebellion, crisis, pathology, and deviance. Rather it is a time of evaluation, decision making, commitment, and finding a place in the world. Socioeconomic, ethnic, cultural, gender, age, and lifestyle differences influence the developmental trajectory of every adolescent (Conger & Conger, 2008).

11. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 11 Social Contexts Contexts are the settings in which development occurs. Contexts are influenced by historical, economic, social, and cultural factors. Each adolescent’s development occurs against a cultural backdrop of contexts that includes family, peers, school, church, neighborhood, community, region, and nation, each with its cultural legacies (Parke & others, 2008; Taylor & Whittaker, 2009).

12. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 12 Today’s Adolescents Projected Percentage Increase in Adolescents Aged 10–19, 2025– 2100. Fig. 1.1

13. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 13 Today’s Adolescents Actual and Projected Number of U.S. Adolescents Aged 10–19, 2000–2100 Fig. 1.2

14. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 14 Social Policy and Adolescents’ Development Social policy A national government’s course of action designed to influence the welfare of its citizens. Currently, many researchers are attempting to design studies whose results will lead to wise and effective social policy decision making (Eccles, Brown, & Templeton, 2008)

15. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 15 The Global Perspective Youth Around the World Two-thirds of Asian Indian adolescents accept their parents’ choice of a marital partner for them. (Verma & Saraswathi, 2002). In the Philippines, many female adolescents sacrifice their own futures by migrating to the city to earn money that they can send home to their families. Street youth in Kenya and other parts of the world learn to survive under highly stressful circumstances. In some cases abandoned by their parents, they may engage in delinquency or prostitution to provide for their economic needs. In the Middle East, many adolescents are not allowed to interact with the other sex, even in school (Booth, 2002).

16. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 16 The Global Perspective Youth Around the World  Rapid global change is altering the experience of adolescence, presenting new opportunities and challenges to young people’s health and well-being.  Around the world, adolescents’ experiences may differ depending on their gender, families, schools, and peers (Brown & Larson, 2002; Larson & Wilson, 2004). (Continued from previous slide)

17. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 17 The Global Perspective Brad Brown and Reed Larson (2002) summarized some of these changes and traditions in the world’s youth: Health and well-being Gender Family School Peers Adolescents’ lives are characterized by a combination of change and tradition. (Continued from previous slide)

18. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 18 The Nature of Development Development: The pattern of change that begins at conception and continues through the life span.

19. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 19 Development Processes Biological, Cognitive, and Socioemotional Processes Biological processes Physical changes within an individual’s body.

20. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 20 Development Processes Biological, Cognitive, and Socioemotional Processes Cognitive processes Changes in thinking and intelligence. (Continued from previous slide)

21. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 21 Development Processes Biological, Cognitive, and Socioemotional Processes Socioemotional processes Changes in relationships, emotions, personality, and social contexts. (Continued from previous slide)

22. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 22 Processes and Periods Developmental Changes Are a Result of Biological, Cognitive, and Socioemotional Processes Fig. 1.3

23. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 23 Periods of Development Childhood Prenatal Period Infancy Early Childhood Middle and Late Childhood

24. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 24 Periods of Development Adolescence Early Adolescence Late Adolescence (Continued from previous slide)

25. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 25 Periods of Development Adulthood Early Adulthood Middle Adulthood Late Adulthood (Continued from previous slide)

26. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 26 Periods of Development Processes and Periods of Development Fig. 1.4

27. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 27 Developmental Transitions Childhood to Adolescence Growth spurt, hormonal changes, sexual maturation. Increases in abstract, idealistic, and logical thinking. Quest for independence. Conflict with parents. Increased desire to spend more time with peers. Conversations with friends become more intimate.

28. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 28 Developmental Transitions Adolescence to Adulthood Approximately 18 to 25 years of age. Economic and personal temporariness. Experimentation and exploration. (Continued from previous slide)

29. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 29 Issues/ Events from M/W/F Class Emotional control Loss of a Grandparent, Father, Mother, Aunt, and Sibling Addiction Identity Teamwork Curiosity Change in thinking Continued on next slide

30. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 30 MaturityDelinquency RebellionLying AltruismRole models Change in Priorities SexualityAnxiety DivorceLeadership BullyingHealth Relationships

31. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 31 Problems discussed by Tuesday evening class 1. Loss of parent 7. responsibility 2. Maturity 8. Gender role 3. Loss of a friend 9. Team sports 4. Identity 10. Injury 5. Work11. loss of Grandparent 6. Independence 11. Teenage Sex

32. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 32 Problems discussed by Tuesday Evening Class 1. Motherhood7. Fitting in 2. Friendships8. Divorce 3. Family9. Abuse 4. Sexual identity10. Growth 5. Confusion11. Family Illness 6. Bullying 12. Loss of Cousin

33. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 33 Problems discussed by Tuesday Evening class 1. Loss of classmate7. Threats 2. Goals8. loss of control 3. Loss of mother9. Loss of a sibling 4. Parentification 5. Relationships 6. Body Image

34. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 34 Emerging Adulthood-why is this so important? Key Features Identity exploration, especially in love and work. Instability. Feeling in-between. Self-focused. The age of possibilities, a time when individuals have an opportunity to transform their lives.

35. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 35 Health and Well-Being Fig. 1.5 Adolescents’ Self-Reported Well-Being from 18 Years of Age Through 26 Years of Age

36. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 36 Health and Well-Being Fig. 1.6 (Continued from previous slide) Adolescents’ Self-Reported Risk-Taking Decreases from 18 Years of Age Through 26 Years of Age

37. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 37 Becoming an Adult-what do you think makes an adult? Possible markers of adulthood: Economic independence. Self-responsibility. Independent decision making. Accepting responsibility for the consequences of one’s actions. Deciding on one’s own beliefs and values. Establishing a relationship equal with parents.

38. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 38 Becoming an Adult Three Types of Assets That Are Especially Important in Making a Competent Transition Through Adolescence and Emerging Adulthood Fig. 1.7

39. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 39 Becoming an Adult Resilience Refers to adapting positively and achieving successful outcomes in the face of significant risks and adverse circumstances. Many of you describe incredible resilience in your discussion of important events in your adolescence. We often sell ourselves short until we look back and analyze what happened (Continued from previous slide)

40. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 40 Developmental Issues Nature vs. Nurture Continuity vs. Discontinuity Early vs. Later Experience Fig. 1.8

41. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 41 The Science of Adolescent Development “Science refines everyday thinking.” — Albert Einstein German-Born American Physicist, 20th Century “Science refines everyday thinking.” — Albert Einstein German-Born American Physicist, 20th Century

42. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 42 Science and the Scientific Method Conceptualize a process or problem. Collect research information (data). Analyze data. Draw conclusions. Try to think of the strengths and weaknesses of each theory

43. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 43 Science and the Scientific Method Theory An interrelated, coherent set of ideas that helps to explain phenomena and make predictions. When you look at the theories remember to focus on what they say about adolescence. Hypothesis Specific assertions and predictions that can be tested. (Continued from previous slide)

44. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 44 Psychoanalytic Theory Freud Superego Id Ego Personality Structure (Continued from previous slide)

45. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 45 Psychoanalytic Theory Freud Defense Mechanisms Unconscious methods the ego uses to distort reality and protect itself from anxiety. Examples: Repression and regression. However, Peter Blos (1989), a British psychoanalyst, and Anna Freud (1966), Sigmund Freud’s daughter, believed that defense mechanisms provide considerable insight into adolescent development. (Continued from previous slide)

46. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 46 Psychoanalytic Theory Revisions of Freud’s Theories Contemporary psychoanalytic theorists believe that he overemphasized sexual instincts. They place more emphasis on cultural experiences as determinants of an individual’s development. Unconscious thought remains a central theme, but most contemporary psychoanalysts argue that conscious thought plays a greater role than Freud envisioned. (Continued from previous slide)

47. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 47 Evaluating Psychoanalytic Theory Contributions of psychoanalytic theories include an emphasis on a developmental framework, family relationships, and unconscious aspects of the mind. Criticisms include a lack of scientific support, too much emphasis on sexual underpinnings, and an image of people that is too negative. (Continued from previous slide)

48. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 48 Erikson’s Psychosocial Theory According to Freud, our basic personality is shaped in the first five years of life According to Erikson, developmental change occurs throughout the life span.

49. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 49 Psychosocial Theory Fig. 1.10 (Continued from previous slide)

50. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 50 Cognitive Developmental Theory Psychoanalytic theories stress the importance of the unconscious. Cognitive theories emphasize conscious thoughts. Three important cognitive theories are Piaget’s cognitive developmental theory, Vygotsky’s sociocultural cognitive theory, and information-processing theory.

51. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 51 Cognitive Developmental Theory Piaget Fig. 1.11 (Continued from previous slide)

52. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 52 Sociocultural Cognitive Theory Vygotsky (1896–1934) Cognitive skills can be understood only when they are developmentally analyzed and interpreted. Cognitive skills are mediated by words, language, and forms of discourse. Cognitive skills have their origins in social relations.

53. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 53 Information-Processing Theory Emphasizes that individuals manipulate information, monitor it, and strategize about it. Robert Siegler (2006, 2009), a leading expert, states that thinking is information processing. When adolescents perceive, encode, represent, store, and retrieve information, they are thinking.

54. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 54 Evaluating Cognitive Theories Contributions of cognitive theories include a positive view of development and an emphasis on the active construction of understanding. Criticisms include skepticism about the pureness of Piaget’s stages and too little attention to individual variations.

55. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 55 Behavioral and Social Cognitive Theory Behaviorism Essentially holds that we can study scientifically only what we directly observe and measure. Out of the behavioral tradition grew the belief that development is observable behavior that can be learned through experience with the environment (Klein, 2009).

56. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 56 Behavioral and Social Cognitive Theory Skinner’s Operant Conditioning The scientific study of observable behavior responses and their environmental determinants. Behavior is learned and often changes according to environmental experience.

57. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 57 Social Cognitive Theory Bandura’s Social Cognitive Theory Fig. 1.12

58. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 58 Evaluating Behavioral and Social Cognitive Theories Emphasis on scientific research and environmental determinants of behavior. Criticisms include too little emphasis on cognition in Skinner’s views and giving inadequate attention to developmental changes.

59. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 59 Ecological Theory Bronfenbrenner (1917 – 2005) Microsystem Mesosystem Exosystem Macrosystem Chronosystem Bronfenbrenner (2004; Bronfenbrenner & Morris, 2006) has added biological influences to his theory and describes the newer version as a bioecological theory

60. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 60 Ecological Theory Bronfenbrenner’s Ecological Theory of Development Fig. 1.13

61. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 61 Evaluating Ecological Theory Contributions of the theory include: A systematic examination of macro and micro dimensions of environmental systems. Attention to connections between environmental systems. Criticisms include: Giving inadequate attention to biological factors. Too little emphasis on cognitive factors. (Continued from previous slide)

62. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 62 Eclectic Theoretical Orientation Not following any one theoretical approach, but rather selecting from each theory whatever is considered the best in it.

63. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 63 Research in Adolescent Development Methods for Collecting Data Observation Surveys and Interviews Standardized Tests Experience Sampling Method (ESM) Physiological Measures Case Study

64. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 64 Research in Adolescent Development Self-Reported Extremes of Emotion by Adolescents, Mothers, and Fathers Using the Experience Sampling Method (ESM ) Fig. 1.14

65. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 65 Research in Adolescent Development The Flexibility and Resilience of the Developing Brain Plasticity in the Brain’s Hemispheres Fig. 1.15

66. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 66 Research Design There are three main types of research design: –Descriptive –Correlational –Experimental

67. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 67 Research Design Descriptive research –Aims to observe and record behavior. For example, a researcher might observe the extent to which adolescents are altruistic or aggressive toward each other. –Descriptive research cannot prove what causes some phenomenon –Descriptive research can reveal important information about people’s behavior.

68. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 68 Correlational Research Goes beyond describing phenomena. Helps us predict how people will behave. Describes the strength of the relationship between two or more events or characteristics. Correlation Coefficient +1.00 to -1.00 Negative vs. Positive Size of the number Correlation does not imply causation.

69. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 69 Correlational Research Possible Interpretations of Correlational Data Fig. 1.16 (Continued from previous slide)

70. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 70 Experimental Research To study causality, researchers turn to experimental research. The cause is the factor that was manipulated. The effect is the behavior that changed because of the manipulation. All experiments involve at least one independent variable and one dependent variable. The independent variable is the factor that is manipulated. The dependent variable is the factor that is measured.

71. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 71 Random Assignment/Experimental Design Fig. 1.17

72. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 72 Time Span of Research Cross-sectional research Research that studies people all at one time. Longitudinal research Research that studies the same people over a period of time, usually several years or more.

73. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 73 Conducting Ethical Research May affect you personally if you ever serve as a participant in a study. Proposed research at colleges and universities must pass the scrutiny of a research ethics committee before the research can be initiated. APA’s guidelines address four important issues: 1.Informed consent 2.Confidentiality 3.Debriefing 4.Deception

74. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 74 Minimizing Bias Gender Bias Culture and Ethnic Bias Ethnic Gloss

75. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 75 Being a Wise Consumer of Information Be cautious of what is reported in the popular media. Recognize the tendency to over generalize a small or clinical sample. Be aware that a single study usually is not the defining word. Remember that causal conclusions cannot be drawn from correlational studies. Always consider the source of the information and evaluate its credibility.

76. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 76 Adolescent Development Research Journals Journal of Research on Adolescence Journal of Early Adolescence Journal of Youth and Adolescence Adolescence Child Development

77. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 77 Careers in Adolescent Development College/University Professor Researcher Secondary School Teacher Exceptional Children (Special Education Teacher) Family and Consumer Science Educator Educational Psychologist School Psychologist Clinical Psychologist Psychiatrist Psychiatric Nurse

78. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 78 Careers in Adolescent Development Counseling Psychologist School Counselor Career Counselor Social Worker Drug Counselor Health Psychologist Adolescent Medicine Specialist Marriage and Family Therapist

79. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 79 RESOURCES FOR IMPROVING THE LIVES OF ADOLESCENTS Children’s Defense Fund www.childrensdefense.org/www.childrensdefense.org/ The Children’s Defense Fund, headed by Marian Wright Edelman, exists to provide a strong and effective voice for children and adolescents who cannot vote, lobby, or speak for themselves. The Search Institute www.search-institute.org www.search-institute.org The Search Institute has available a large number of resources for improving the lives of adolescents. The brochures and books available address school improvement, adolescent literacy, parent education, program planning, and adolescent health and include resource lists. A free quarterly newsletter is available.

80. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 80 E-LEARNING TOOLS To help you master the material in this chapter, visit the Online Learning Center for Adolescence, 13th Edition at: http://www.mhhe.com/santrocka13e

81. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 81 What do you see when you look at these pictures?

82. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 82 What do you see in these photos?

83. Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill 83 What do you see in these pictures?