Issues In Adolescent Development Research Articles

Research on the intervention of protection social workers in the services to juvenile domestic violence and sexual offenders

<p>本研究旨在探究保護事件兒少行為人（含「未成年家暴相對人」及「未成年性侵害行為人」的成因，以及這些未成年兒少的服務需求與處遇服務之限制和因應。為達此研究目的，本研究採取焦點團體訪談法針對4位兒少保護性社工及督導進行質性資料的蒐集與分析。研究發現，兒少會成為保護事件行為人的原因實與家庭因素和發展議題息息相關，這類兒少的服務需求至少包括：情緒創傷修復、協助學習親子衝突因應以及理解兒少對性的好奇與需求。基於這些服務需求，保護事件兒少行為人的處遇服務應該要考量將家長或照顧者一起納入服務、善用團體工作、以兒少需求為核心、實務工作者專業知能提升及相關兒少服務資源整合等要素。本研究最後依研究結果提出幾點建議，以供相關政策規劃與實務工作之參考。</p> <p> </p><p>The research aims to explore the reasons why children become the juvenile domestic violence and sexual offender, as well as discover these children’s service needs and the limitation and responses of intervention services. For the purposes, by adopting qualitative approach, 4 child and youth protection social workers’ opinions were collected from a focus group. It is found that the reasons why juveniles become domestic violence and sexual offenders are closely related to the poor family function and adolescent development issues. These juveniles’ needs for the social services thus should include: healing emotional trauma, helping the juveniles and their parents to learn how to cope with conflicts, and understanding the juvenile s’ sex curiosity and intimate relationship needs. Based on these service needs, it is necessary to involve the parents or juveniles’ family caregivers in the service, make good use of group work, focus on the juveniles’ needs, enhance the professional ability of practical workers and integrate the relative service resources when planning the intervention services for the juvenile domestic violence and sexual offender. Based on these findings, the research puts forward several suggestions for reference of related policies and practical works. </p> <p> </p>

Cyberbullying Perpetration and Victimization in Youth: A Meta-Analysis of Longitudinal Studies

AbstractCyberbullying perpetration (CP) and victimization (CV) are prevalent issues in adolescent development. However, previous meta-analyses focused only on cross-sectional findings. The present study aims to meta-analytically summarize 56 longitudinal studies on CP, CV, and related factors in children and adolescents. Forty meta-analyses on CP and CV as both predictors and outcomes of person-related, Internet activity-related, and contextual factors were performed. Additional moderator analyses took into account study design, sample population, and quality of the studies. Results highlight reciprocal longitudinal effects among CP, CV, and both traditional bullying and victimization: CP causes externalizing problem behaviors over time, whereas CV constitutes a risk factor of internalizing problems, such as depression and anxiety. Conversely, behavioral problems and increased Internet use predict involvement in CP, while depression, anxiety, and Internet use also predict CV over time. Further longitudinal research is needed to provide empirical evidence on understudied concepts.

Developing an evidence and theory based intervention that seeks to promote positive adolescent health and education outcomes

BackgroundAs they mature physically, adolescents become increasingly autonomous in decision making, yet may still lack the experience and knowledge necessary to always make well-informed choices. This can present challenges to their health and wellbeing. A trusted adult can provide crucial support during this developmental stage. The aim of this study was to demonstrate how the six steps in quality intervention development framework (6SQuID) can be used, with research or review findings, to inform the development of adolescent interventions that promote positive outcomes. MethodsUsing the synthesised findings from two systematic reviews on adolescents, one involving physiological changes during adolescence, the other the role of trusted adults for adolescents, we sought to illustrate how interventions might be designed to impact positively upon adolescent health or educational outcomes (e.g. physical activity, sexual behaviour, substance use, sleep, eating behaviour, educational engagement). Both reviews followed PRISMA guidelines. We applied the 6SQuID framework to the findings from the reviews, and used the sequential steps within 6SQuID to build a proposed evidence-based intervention, incorporating social learning theory to identify how change could be influenced. FindingsThe example intervention, a training session for teaching assistants, aimed to improve confidence in dealing with adolescents through increased understanding of adolescent physiological development, and the role that trusted adults can play in their lives. Teaching assistants may be crucial to support pupils (as trusted adults) especially in challenging situations. Specific training on adolescent development may especially benefit those new to the role. The intervention details key issues in adolescent development, behaviour-influencing factors, why, when, and what type of support might be needed, identification of those who might need more support (eg, at risk groups), confidentiality considerations, and when to involve other staff or agencies. InterpretationThe example intervention illustrates how the 6SQuID framework can be used for intervention development, using specific research (systematic review) findings, to promote adolescent wellbeing. The example details how to operationalise 6SQuID in practical terms that are transferrable to other populations and situations. This illustrative case may be of use to inform the design, development, and implementation of a variety of alternative interventions. FundingMedical Research Council (MR/KO 023209/1), Chief Scientist Office, and NHS Health Scotland.

P02-473 - A pilot program using media to combat trauma in adolescents

Empirical research and current statistics show that child sexual violence/abuse and its lasting effects, such as Post Traumatic Stress Disorder, are key issues in adolescent development and could be addressed in a novel fashion involving supervised peer-groups and the arts.We propose a pilot program that would span twenty-two weeks, with ideally a maximum of twenty (20) students from a large, metropolitan-area of United States. These high school aged adolescents will have experienced trauma through sexual violence/abuse and also will have experienced academic and behavioral decline within six months of the initial trauma. Students will explore, through the medium of photography, a weekly-assigned issue that relates to their daily life.After the twenty-two weeks have passed, we will continue to check in with the teens, parents, and teachers to see if any measured gains persist. My goal is to show that through the creative exploration of the self, coupled with the building a new social system, there will be an increase in academic performance, mental health, self-esteem, and behavior. As a pilot, I will be able to predict efficacy in advance of moving forward into a larger study.

Editorial: Evaluation of the Project P.A.T.H.S. in Hong Kong: Are the Findings Replicable Across Different Populations?

Existing youth enhancement programs commonly deal with isolated problems and issues in adolescent development and they are relatively short-term in nature. To promote holistic development among adolescents in Hong Kong, we launched Positive Adolescent Training through Holistic Social Programmes (P.A.T.H.S.). One unique characteristic of the Project P.A.T.H.S. is systematic evaluation of the program using various evaluation strategies. In this special issue, comprising 8 research articles, we have applied the principle of replication to re-evaluate the effectiveness of the Programs, including subjective outcome evaluation based on program participants and implementers, evaluation based on secondary data evaluation, and objective outcome evaluation. Generally speaking, the findings are consistent with those reported previously, thus providing evidence for the replication of related research findings. These replicated findings generally suggest that different stakeholders have positive perceptions of the program, workers and benefits of the program and there is evidence supporting the effectiveness of the program.

Evaluation of Project P.A.T.H.S. in Hong Kong: Triangulation of Findings Based on Different Evaluation Strategies

There are different adolescent developmental issues in Hong Kong, such as mental health problems, abuse of psychotropic substances, adolescent suicide, school violence, and drop in family solidarity, that deserve the attention of helping professionals[1]. With reference to these problems, primary prevention programs that target specific adolescent developmental problems and positive youth development programs are called for. Furthermore, attempts to identify the "at-risk" adolescents at an earlier stage are important. However, research findings show that there are very few systematic and multiyear positive youth development programs in Hong Kong. Even if such programs exist, they commonly deal with isolated problems and issues in adolescent development (i.e., deficits-oriented programs) and they are relatively short term in nature. In addition, systematic and long-term evaluation of the available programs does not exist[2].

Buprenorphine Replacement Therapy for Adolescents with Opioid Dependence: Early Experience from a Children’s Hospital-Based Outpatient Treatment Program

Opioid use by adolescents is on the rise and replacement therapy is an effective treatment. Methadone replacement has been used safely and effectively with adults, but methadone programs are often unattractive to teenagers. Buprenorphine is a new replacement therapy that has been shown to be as effective as high dose methadone and may be better suited for the treatment of younger patients. We describe the experiences of several adolescent patients who received treatment from an outpatient adolescent substance abuse program that operates within a children’s hospital, with an emphasis on issues of adolescent development.

Risking a relation: sex education and adolescent development

This paper considers how issues of adolescent development might be brought into conversation with dilemmas in sex education. Here, sex education is larger than information, affirmation or prohibition. In its address to the most intimate aspects of life—love, loss, vulnerability, power, friendship, aggression—sex education is necessarily entangled in the adolescent's efforts to construct a self, find love outside the family, enjoy one's newly adult body; in short, various relationships that might cautiously be called developmental. Drawing on the work of psychoanalysts Winnicott and Sandler, I argue that, to imagine adolescents as sexual subjects, we need to have a theory of adolescent sexuality, how it differs from and is similar to adult sexuality; and, furthermore, we need to have a patience and curiosity about the ways adult sexuality is inhabited by the memories, fantasies and experiences of adolescence. That is, how can sex education make room for a theory of adolescent development without casting the adolescent in the risky role of not yet adult?

An exploration of smoking education programmes in terms of adolescent development issues

Assesses smoking education programmes in terms of adolescent psychological development issues and social psychological theory. Evaluates two specific programmes using criteria based on developmental concepts and issues, and in terms of whether the programme is holistic in approach. Illustrates the scope of smoking education strategies, and discusses the subtle differences between the underlying principles of these programmes. Finally, assesses the implications of using authoritarian or negotiated approaches to smoking education with adolescent groups.

Alternative Schools

Summary Pregnant adolescents experience many simultaneous life transitions: normal adolescent development issues, parenting, and school transitions. Whether a transition into an alternative school is academically beneficial to the teen or not is a question of some debate. Our study examined the post-partum effects of an alternative education setting on academic achievement and educational success for a sample of pregnant and parenting adolescents. Subjects were mainly from low socioeconomic families and had a history of poor academic performance prior to their pregnancy. Results showed that attending an alternative school had mixed effects on academic outcomes. Post-pregnancy educational success (e.g., graduation from high school) was not related to attendance; however, the teens' post-pregnancy grade point averages were positively related to attendance. Future directions for research are discussed.

Self-image of emotionally disturbed adolescents.

This study examined the ways in which normal, depressed, and conduct-disordered adolescents differ with regard to self-image. Normal and psychiatrically hospitalized adolescents completed the Offer Self Image Questionnaire for Adolescents (OSIQ). Patients were grouped on the basis of their DSM-III diagnoses, and their OSIQ scores were compared. Major depressive disorder, particularly the first episode, was associated with poor self-evaluation in multiple areas, while conduct disorder was associated with almost no specific self-image deficits. For younger (12- to 15-year-old) adolescents, a repeated episode of depression was associated with a poorer self-image than was a diagnosis of dysthymic disorder or atypical depression, but a better self-image than a single episode of depression, suggesting that at this age, repeated episodes are met with internal adaptation rather than continued self-devaluation. Adolescents who received a diagnosis of both conduct disorder and major depression reported an overall level of self-image disturbance between those with either of these disorders alone, suggesting that acting-out behaviors may attenuate the self-devaluing experience of depression. Results are discussed in terms of current issues in adolescent development and developmental psychopathology.

Changes in the Drug Scene: Drug Use Trends and Behavioral Patterns

The “drug scene” in the United States has evolved very dramatically in the period from prior to 1965 to the present. The sociology of drug use patterns was rather constant prior to 1965. In the mid 1960s “fashionable trends” in drug use took shape, starting with use of psychedelics for consciousness expansion. This led to poly-drug use, where the quality of the drugs taken deteriorated leading to present availability of “look alikes” which are manufactured to resemble original drug products but are counterfeit controlled substances. Several special current drug problems currently exist including freebasing cocaine, phencyclidine use and methaqualone use. The potential behavioral meanings of drug use are discussed, which may be multiple and multi-determined in nature. The interface of adolescent development issues and family dynamics are important to consider in regard to potential underlying reasons for adolescent drug abuse.

The Falls Church experience.

Many students in the family life education programs in the Falls Church Virginia school system have reported positive results. They seem to feel greater ease in just talking with the opposite sex as friends, and they are able to discuss sexual behavior sensitively. In contrast to many teenagers today, they appear to feel secure within their own sexual value structure. The classroom interaction and atmosphere encourages students to be proud of well thought out decisions and family and religious values. In Falls Church a parent education program is offered twice a year. The basic structure consists of teaching communication skills, a history of attitudes about sexuality, and the current research on sexual function, behavior, and adolescent development issues. Parents are encouraged to define their own values and to learn skills in communicating them effectively. In Falls Church it was discovered that 5 groups of people must become involved in the production of a program: administrators; faculty; parents; students; and the school board. Administrative support for sex education is essential for both a stable and a well organized effort. In the ideal, a well-taught course is offered to parents initially as a means of building a solid base of support. An ongoing parent-community committee functions as a support for and as a resource as the curricula grow and change.

Review of Contemporary issues in adolescent development.

Originally published in Contemporary Psychology: APA Review of Books, 1975, Vol 20(11), 908. Reviews the book, Contemporary issues in adolescent development by John Janeway Conger (1975). This book of readings on adolescence purports to concentrate on contemporary issues. It is organized into 11 sec

THE PERCEPTION OF INTERPERSONAL RELATIONSHIPS DURING ADOLESCENCE

Summary. The study is concerned with the development of the perception of interpersonal relationships in grammar school boys. The responses of three different age groups to a relatively new projective test specifically oriented towards interpersonal relationships are compared, and the results indicate that during adolescence major changes occur in the perception of solitude, two‐person, three‐person and group situations. Although many of the changes are consistent with present theory, it is noted that a considerable proportion of the evidence relates either to controversial issues in adolescent development or to areas which have received little attention in the past.