1. Adolescent Development Emilia Chico & Nicole Darcangelo Educational Psychology University of Illinois at Chicago Presentation for Marwen Teaching Artists May 29, 2015

2. Overview Setting the Context Adolescent development and developmental transitions Creating developmentally appropriate educational contexts for adolescents: Challenges and Opportunities Implications for your work Positive youth development/ Youth engagement Questions/wrap up

3. Setting the context What are the goals for the work that you do? For the young people that you work with? What factors/strategies help you in reaching these goals? What are the challenges you face in reaching these goals?

4. Developmental Transitions of Adolescence Biological Cognitive Identity Social

5. Biological Development

6. Cognitive and Brain Development

7. Identity Development

8. Social Development

9. Types of bullying/peer harassment Physical– pushing, hitting, biting, scratching, physically restraining, damaging property. Verbal– teasing, threatening, intimidating, name-calling. Social– excluding from social groups, ostracizing, spreading rumors, isolating, getting other to dislike person. Sexual– any of the above that includes a sexual undertone or connotation.

10. Developmental Opportunities Increased cognitive and problem solving abilities Increased ability to self-regulate Increased ability to understand social relationships and social systems More independent and autonomous Increased decision-making abilities

11. Developmental Challenges Cognitive and problem solving abilities emergent; not particularly skilled at using them or applying them in all situations Self-regulation skills emergent. Need to make the shift from being other regulated to self-regulated Increases in resistance to or questioning of authority and rules Can lead to disengagement from school and other institutional contexts and decreased motivation Increases and changes in peer harassment Increased independence and autonomy When making decisions, often prioritize or value different aspects of the equation which can lead to increased risk or decisions that lead to negative developmental outcomes

12. Social/structural context of education and development Person Program Peer Culture Family Neighborhood Broader Community

13. Positive Youth Development A philosophy or approach emphasizing the active support for the growing capacity of young people by individuals, organizations, and institutions. Rooted in a commitment to enabling all young people to thrive. Positive approach and universality Healthy relationships and challenging activities that endure and change over time Engaging young people as participants, not recipients

14. Features of Settings that promote Positive Youth Development Physical and psychological safety Appropriate structure Supportive relationships Opportunities to belong Positive Social norms Support for efficacy Opportunities for skill-building Integration of family, school and community efforts

15. Creating Trusting Relationships ABCs and F of relationship building: Autonomy: prerogative and privacy AND self-control and self- determination Belonging: providing a sense of connection, trust, and worth Competence: feeling that they can solve problems Fairness: reciprocal treatment Early and Middle Adolescence: Cooperative modes of teaching Reduce peer competition and comparison Skill enhancement Avoid individuation such as ‘class lists’ of honor students Middle and Late Adolescence: Integrated participation Promote community

16. Developmental Discipline Developmental double whammy, 7 th -9 th grade: negation of convention and expansion of the personal domain Issues of appearance, manners, and speech may become a blur of personal choice and arbitrary adult dictate. By middle school, youth want more autonomy and we tend to control more at that age Stress personal expression in rules Throughout high school ages- disruption tends to decline- because they realize conventions are simply a way to organize social settings

17. 5 Typical Responses Intrinsic features of act statement, which indicates that the act is inherently hurtful or unjust ("John, that really hurt Mike."). Perspective-taking request is a request that the transgressor consider how it feels to be the victim of the act ("Christine, how would you feel if somebody stole from you?") Rule statement, which is a specification of the rule governing the action ("Jim, you are not allowed to be out of your seat during math."). Norms deviation statement indicates that the behavior is creating disorder or that it is out of place or odd ("Sally, it's very unladylike to sit with your legs open when you are wearing a skirt."). Command is a statement to cease from doing the act without further rationale ("Howie, stop swearing!).

18. Developmental Discipline Focus on building community by: Establishing caring, trusting, respectful relationships with each student Building respectful, caring relationships between students Attend to the antecedents of misbehavior by Examining adult-generated procedures and policies that make student misbehavior likely Examining student needs and motives that are contributing to misbehavior When external control is needed, keep it "light.” Choose ways that are non-coercive or punitive. Help the student learn from her or his mistake. Minimize pain or shame that the student will experience. Minimize harm to the students relationship with adults or peers. Minimize student's loss of autonomy or sense of competence.

19. What does this all mean for you? You are the experts: What are the implications all of this has for your work?

20. Questions?