Developmental Stage Of Adolescence Research Articles

Adolescent close friendships, self-perceived social acceptance, and peer-rated likeability as predictors of wellbeing in young adulthood

IntroductionLinks between interpersonal relationships and physical and psychological functioning have been well-established in the literature. During adolescence, success or distress in peer relationships may have distinct effects on different aspects of wellbeing. The present study aims to examine the ways in which different adolescent peer relationship contexts (i.e., close friendship quality, social acceptance, and likability from peers) can predict outcomes relevant to adult wellbeing (i.e., social anxiety, depression, aggression, social integration, romantic insecurity, job satisfaction, and physical health). Further, the study considers how different developmental stages of adolescence may impact links between peer relationships and wellbeing outcomes.MethodPeer relationship contexts were assessed in early (ages 13–14) and late (ages 17–18) adolescence. Markers of wellbeing were measured in young adulthood (ages 28–30). A path analysis was used to examine whether the developmental timing of adolescent peer relationship contexts could predict wellbeing in young adulthood.ResultsResults suggest that, across adolescence, broader perceived social acceptance may be a more robust predictor of adult wellbeing compared to close friendship quality and peer likability. When examined at early and late adolescence separately, early adolescent social acceptance and late adolescent close friendship quality best predicted outcomes of adult wellbeing.DiscussionImplications and considerations for future research are discussed.

When ethnic-racial discrimination from math teachers spills over and predicts the math adjustment of nondiscriminated adolescents: The mediating role of math classroom climate perceptions.

Ethnic-racial discrimination is a pernicious experience that affects discriminated adolescents' healthy human development, but the spillover consequences of discrimination on the nondiscriminated adolescent population are less clear. Adolescents who vicariously witness their classmates experience ethnic-racial discrimination from educators may question their educators' authority and classroom rules, and educators who perpetuate discrimination may engage in other practices that disadvantage the entire classroom. Thus, we posed three research questions: Did classmates' ethnic-racial discrimination from teachers predict adolescents' classroom adjustment outcomes (e.g., class grades, test scores, and engagement), did classroom climate mediate the link between classmates' ethnic-racial discrimination and adolescents' classroom adjustment outcomes, and did the results differ between early versus middle adolescents? To answer these research questions, the present study leveraged longitudinal data among 1,539 adolescents (Mage = 13.81, SDage = 1.49; 60% Black, 30% White, 9% other, 1% Asian; 49% female, 51% male) nested in 104 math classrooms, as math is a subject domain with pervasive ethnic-racial stereotypes about students' abilities and opportunities to succeed in class. Results illustrated that direct and vicarious ethnic-racial discrimination from math educators in the fall semester predicted worse math course grades, state-administered standardized test scores, and classroom engagement across the fall and spring semesters. Math classroom climate perceptions mediated the longitudinal relations between ethnic-racial discrimination and their math adjustment outcomes, and the role of ethnic-racial discrimination varied across different developmental stages of adolescence. Implications for the measurement of ethnic-racial discrimination in the classroom context and the social contagion linked to ethnic-racial disadvantage are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Developing normative values and predictive models for the 6-minute walk test across diverse adolescent developmental stages.

The six-minute walking test (6MWT) is commonly used to measure functional capacity in field settings, primarily through the distance covered. This study aims to establish reference curves for the six-minute walking distance (6MWD) and peak heart rate (PHR) and develop a predictive equation for cardiovascular capacity in Tunisian children and adolescents. A total of 1501 participants (706 boys and 795 girls), aged 10-18years, were recruited from schools in Tunisia. The Lambda (L), Mu (M), and Sigma (S) methods (LMS method) were employed to develop smoothed percentile curves for 6MWD and PHR. Multivariate linear regression was utilized to formulate a prediction equation for 6MWD. Smoothed percentiles (3rd, 10th, 25th, 50th, 75th, 90th, and 97th) for 6MWD and PHR were presented with age. All variables showed a strong positive correlation (p<0.001) with a six-minute walking distance (r ranged from 0.227 to 0.558 for girls and from 0.309 to 0.610 for boys), except resting heart rate, which showed a strong negative correlation (girls: r=-0.136; boys: r=-0.201; p<0.001). Additionally, PHR showed a weak correlation (p>0.05). The prediction equations, based on age as the primary variable, were established for both genders. For boys: 6MWD=66.181+38.142×Age (years) (R2=0.372; Standard Error of Estimate (SEE)=122.13), and for girls: 6MWD=105.535+28.390×Age (years) (R2=0.312; SEE=103.66). The study provides normative values and predictive equations for 6MWD and PHR in Tunisian children and adolescents. These findings offer essential tools for identifying, monitoring, and interpreting cardiovascular functional deficits in clinical and research settings.

Addressing Substance Use in the Adolescent Transplant Population.

Adolescence is a unique period of physical and psychosocial changes as youth transition, over many years, to adulthood. The psychosocial changes that accompany adolescence include emotional separation from parents, greater influence of peer groups, an interest in self-identification and autonomy, and increased risk-taking behaviors. Substance use is a common form of risk-taking behavior in the adolescent developmental stage. Alcohol, nicotine, and cannabis are the most common types of substances used in the United States. In the adolescent transplant population, rates of substance use appear to be at, or slightly below, their peer counterparts. Substance use can lead to deleterious health outcomes for adolescent transplant patients as a result of impaired decision-making, reduction in medication and clinic visit compliance, increases in mental health disorders, and risk for developing dependence and a substance use disorder. Given the close relationship that many pediatric transplant providers have with their patients and families, transplant care teams are in an excellent position to help their patients by addressing adolescent substance use. This narrative review describes how providers can use proactive standardized approaches to identify and intervene with substance use behavior.

Depression, stress, and anxiety versus internet addiction in early and middle adolescent groups: the mediating roles of family and school environments

BackgroundFamily and school environment play a crucial role across the different developmental stages of adolescence. This paper investigates the potential mediating role of family and school environments in the relationship between the three psychosocial predictors of depression, anxiety, stress, and Internet addiction (IA). Specifically, it focuses on the two stages of early and middle adolescence.MethodsThe study involved a survey of 407 adolescents from Qatar, comprising 250 early adolescents and 157 middle adolescents. Inclusion criteria for the study included adolescents between the ages of 10 to 17 years old, residents of Qatar and studying in a Qatar-based school. To assess the constructs of the three psychosocial predictors, IA, family environment, the study utilized the Depression, Stress, and Anxiety Scale (DASS), the Internet Addiction Diagnostic Questionnaire (IADQ), and the Brief Family Relationship Scale, respectively. School environment was measured using questions from the “Health Behavior in School-aged Children: WHO Collaborative Cross-National survey/study (HBSC) 2013–2014. The study applied standard mediation analysis between the DASS components and IA with family and school environment as the mediators.ResultsResults from the mediation analysis reveal insights into the relationships between psychosocial predictors and IA. The findings indicate that family and school environments partially mediated the relationship with regards to depression, stress, and anxiety in early adolescents. In middle adolescents, family environment partially mediated the relationship with depression and stress and fully mediating the relationship with anxiety. Meanwhile, school environment only exhibited partial mediation in the relationship with anxiety in middle adolescence.ConclusionsThese results highlight the crucial role parents and schools play in addressing problematic technology usage that develops as a response to depression, anxiety, and stress among adolescents. Moreover, the study reveals nuances in the mediating role of family and school environment in early and middle adolescence. This highlights the evolving nature of these influences across the different stages of development. Notably, this study contributes to the literature by moving beyond the conventional focus on the so-called WEIRD population, and offering valuable insights from a region that is underrepresented in current research.

Exploring symptom-level associations between anxiety and depression across developmental stages of adolescence: a network analysis approach

BackgroundAnxiety and depression often co-occur during adolescence, but the associations between symptoms of these two disorders in this developmental period are not yet fully understood. Network analysis provides a valuable approach to uncover meaningful associations among symptoms and offers insights for prevention and intervention strategies. This study aimed to investigate symptom-level associations between anxiety and depression using network analysis and to identify core symptoms, bridge symptoms, and differences in network structure across different stages of adolescence.MethodsThe cross-sectional study was conducted in March 2022 in Shenzhen, China. Participants completed the Generalized Anxiety Disorder Scale-7 and Patient Health Questionnaire Depression Scale, along with demographic questionnaires assessing age and gender. Chinese adolescents aged 10 to 17 who were in Grades 5 or 6 of elementary school, Grades 1 or 2 of middle school, or Grades 1 or 2 of high school, and who could comprehensively understand and read Chinese were recruited as participants. Students in Grade 3 of middle and high schools were excluded due to their upcoming high school or college entrance examinations. Based on age, participants were categorized into early, middle, and late developmental stages of adolescence.Results“Loss of control” was among the most central symptoms in the comorbidity network throughout all three developmental stages; “excessive worry” and “anhedonia” emerged as the core symptoms in early adolescence, and “restlessness” as the core symptom in late adolescence. “Anhedonia,” “sad mood,” and “fatigue” were identified as bridge symptoms between anxiety and depression across all three developmental stages of adolescence. The global strength of the network in middle adolescence was significantly higher compared to the other two stages.ConclusionThese findings highlight the core and bridge symptoms that require special attention and intervention at each stage of adolescence. Moreover, significantly higher network connectivity in middle adolescence suggests this is a critical period for intervention to prevent the development of comorbid mental disorders.

Life orientation teachers’ experiences of providing psychosocial support to high school learners in the Johannesburg West district

In this article we report on a study in which we explored life orientation (LO) teachers’ experiences in providing psychosocial support to high school learners in the Johannesburg West district. High school learners are in the adolescent developmental stage, which is marked by major shifts in physiology, cognition, and social interactions, rendering them vulnerable to psychosocial problems. To cope with these challenges, they need sufficient age-related guidance and support. However, there is a shortage of social workers, registered counsellors and psychologists who are trained to provide psychosocial support for these issues in South African educational settings. As a result, LO teachers are frequently left with the responsibility of providing these services. Semi-structured telephonic interviews were conducted with 15 LO teachers from 11 schools (Quintiles 1 to 4) in the Johannesburg West district. The data were analysed using thematic analysis. The findings show that LO teachers play a critical role in providing psychosocial support to learners. They are, however, exposed to stressful experiences, which make them vulnerable to vicarious trauma, implying that they require support. It is thus recommended that they be provided with opportunities for debriefing and counselling.

Traumatic Sequelae of Exposure to Street Gangs in Young Women Placed in Residential Care During Adolescence: Examining the Dose-Response Relationship

ABSTRACT Exposure to street gangs in girls represents a complex trauma experience due to many reasons, including their complicated relationships with male gang members, repeated exposure to potentially traumatic events within the gang setting, and the developmental stage of adolescence when gang exposure typically occurs. However, research exploring the various complex trauma symptoms associated with gang exposure among girls has been sparse. Therefore, using a longitudinal design, this study examined the impact of adolescent girls’ street gang exposure on complex trauma symptoms in emerging adulthood, considering the influence of previous traumatic experiences in childhood. The study involved 110 adolescent girls admitted at two residential care centers in Montreal, Canada, between January 2008 and October 2009. It analyzed the effects of both initial occurrence and recurrence of exposure to street gangs. The findings demonstrated the harmful effects of repeated and prolonged exposure to street gangs during adolescence and emerging adulthood on a wide range of complex trauma symptoms, including post-traumatic stress, insecure attachment, externalization, and somatization. These findings emphasize the need for implementing trauma-informed approaches when addressing the challenges faced by girls who have been exposed to street gangs.

The Influence of Family Environment on Secondary School Students' Academic Performance

Secondary school students are in the developmental stage of adolescence. While the academic performance of secondary school students is very important to every student, the family environment is an important factor that affects academic performance. Therefore, the research topic of this paper is the influence of the family environment on secondary school students' academic performance. This paper is about the influence of family environment on secondary school students' academic performance. The research method of this paper is as follows: firstly, this paper use questionnaire survey to collect data, and secondly, this paper use the research method of quantitative analysis to study the data. This study is conducted on Chinese secondary school students and focuses on the influence of the family environment on the academic performance of secondary school students in various aspects. This study suggests several aspects to improve secondary school students' academic performance from both the perspective of the family environment and the student. The result of this study is that the family environment is influenced not only by family relationships, family income, and parent-student relationships, but also by the parenting style of the student. In the future, this paper will broaden the scope to find more factors that can influence students' performance and give a theoretical basis for the design of teaching methods. Parents should pay more attention to their students' learning, teach them according to their abilities, and adopt different discipline methods for students with different personalities.

Prevention Of Bullying in Adolescents with Assertive Communication and Spiritual Happy

Mental health is not only needed in adulthood but adolescent stage development is indispensable. The adolescent stage of development is the golden stage in determining adulthood. Bullying is a behaviour that can inhibit adolescence by damaging physical and psychological development. The goal of PKM is to improve mental health by stopping bullying (assertive communication and spiritual happiness) in adolescents. The PKM method uses health education and demonstration. The participants in this activity were 30 students. The results of the activity evaluation found that 15% of adolescents understood enough and 85% of adolescents understood the concept of bullying and bullying prevention. Community service for adolescents is effective in increasing understanding and prevention of bullying.

Psychosocial Problems on Adolescents with Thalassemia Major: A Systematic Scoping Review

Disease and treatment of thalassemia major that are carried out for life can cause physical and psychological problems in sufferers. Adolescents with thalassemia major will experience disturbances at a stage of development that is undergoing dynamic changes. Nurses, as health workers who provide holistic services, need to know what psychosocial problems may arise in adolescents with thalassemia major. This study aims to describe psychosocial problems in adolescents with thalassemia major. This study uses a scoping review design by searching English literature through the CINAHL, PubMed, and Scopus databases. The keywords used are psychosocial problems, thalassemia major, and adolescence. The criteria for the article in this study where the patient was a teenager with thalassemia, open access full text, and the time setting was the last 10 years (2013-2022). We found 9 articles discussing psychosocial problems in adolescents with thalassemia. Psychosocial problems that arise in the form of disturbances in several functions, namely physical, emotional, social, and school functions. Psychosocial disorders that occur in adolescents with thalassemia cause disturbances at the stage of adolescent development. Psychosocial problems that occur in adolescents with thalassemia include impaired physical, emotional, social, and school functions.&#x0D; Keywords: adolescence, psychosocial problems, thalassemia major

Edukasi Bahaya Napza (Narkotika, Psikotropika, dan Zat Adiktif) bagi Remaja SMA Muhammadiyah Sumbawa

Adolescence is a transitional period between childhood and adulthood, which begins at the time of sexual maturity between the ages of 11 or 12 years to 20 years. The stages of adolescent development have tasks that must be completed. Drug abuse is becoming a problem that is increasingly concerning and a huge concern for all parties, including the academic community, government, and parents. Cases of narcotics abuse among high school youth have entered a critical stage, for this reason it is necessary to take preventive measures in the form of education. The purpose of this community service is to increase and develop youth knowledge about the dangers of drug abuse for health. The planned outcome is to increase the knowledge, understanding and awareness of adolescents about the dangers of drug abuse for adolescents.&#x0D; &#x0D;

Reflections on Care Experiences Among Early, Middle, and Late Adolescents in Residential Care

Although most youth served in residential group care are adolescents, empirical theories indicate that youth needs vary at different stages of adolescent development. These differences likely impact adolescents’ experiences and, ultimately, responses to treatment; a neglected research topic that may have implications for residential placement and services. This study explored youth experiences in residential care at different stages of adolescence. A descriptive qualitative content analysis from a sample of 103 youths was used to classify open-ended text into categories among early, middle, and late adolescents. Comments showed similarities and differences across developmental stages in six categories—general views on placement, relationships, needs and supports, safety, autonomy and control, and growth and development. Youth in late adolescents were more contemplative about their time in residential care, with comments reflecting a need for more autonomy, while expressing how residential care has helped with future endeavors and goal planning. Middle and early adolescents’ experiences were more varied. Early adolescents focused on relationships outside of care and discussed support needs differently, compared to middle and late adolescents. Our findings suggest that experiences in residential placements differ in important ways across stages of adolescent development.

Adolescents' friendship quality and over-time development of well-being: The explanatory role of self-esteem.

The mechanism underlying the positive longitudinal link between adolescents' friendship quality and their well-being is unclear. The present study was performed to investigate whether this longitudinal association between friendship quality and well-being was established via adolescents' global self-esteem, and to examine gender differences in these associations. Online questionnaire data were collected in two waves (in Spring 2018 and Spring 2019) from 1298 Dutch adolescents aged 11-17 years (mean age 13.7 ± 1.1 years, 53.2% girls). Multigroup path analyses revealed a significant indirect effect between friendship quality and well-being over time via global self-esteem for girls. For boys, significant direct effects of friendship quality on global self-esteem and well-being were found, but no significant indirect effect. The findings indicate that higher-quality friendships improve boys' global self-esteem and well-being directly, and that they affect girls' well-being indirectly and positively, by improving their global self-esteem. These results suggest that preventive and intervention-based strategies for the promotion of well-being during the developmental stage of adolescence should incorporate focus on friendships, global self-esteem, and gender specificities.

A network approach to understanding parenting: Linking coparenting, parenting styles, and parental involvement in rearing adolescents in different age groups.

Prior research has used several indicators to represent parenting, from dyadic interactions between mothers/fathers and children (e.g., parenting styles, parental involvement) to triadic mother-father-child interactions (e.g., coparenting). This study applies network analysis to explore the interrelations between maternal and paternal coparenting, parenting styles, and parental involvement in families with adolescents in early (10-12 years), middle (13-15 years), and late (16-18 years) stages. Network analysis was used to identify central nodes (i.e., central parenting components) and central mechanisms (i.e., relations between central parenting variables) underlying the parenting network, providing a comprehensive and nuanced understanding of parenting. This study included 4,852 adolescents aged from 10 to 18 (Mage = 13.80, SD = 2.38, 51.5% females) in two-parent families across different regions of China. The results indicated that both maternal and paternal coparenting integrity and warm parenting style served as important bridges to connect the whole network; their integrity and emotional involvement were closely linked to other parenting variables. Also, the intrapersonal and interpersonal effects between mothering and fathering as well as adolescent developmental differences were found. If it is assumed that the parenting network is causal, the results suggest that supportive parenting should be considered the prime target for enhancing parenting systems. Adolescent developmental stages appear to be a vital factor influencing parenting intercorrelations, and interventions should be designed based on children's age groups. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Islamic Mental Health Education for Adolescents in the Digital Era

The development of the times in the current digital era has a positive and negative impact on the stages of adolescent development. Among the development of mental health for adolescents as individuals, the child development category in the final phase shows that their development still requires self-control guidelines for thinking and acting. Developing the health potential of adolescents can be done with Islamic mental health education. This study aims to discuss how important Islamic mental health education for adolescents in the digital era. The research method used is a type of library research. Based on the results of library research shows that teenagers who understand religious guidelines and carry out these understandings in everyday life, such as praying, remembrance, and reading the Qur'an, as well as good motivational support from parents, also make teenagers more able to easily socialize with the environment, able to control emotions in a variety of effective ways and increased concern for others of education by increasing its relevance in graduate employment. The contribution of this research provides information that Islamic mental health education can increase social awareness, control emotions, develop self-potential, and overcome adolescent problems.

The correlation between parents interaction conflict with online game addiction in adolescents

Introduction: The prevalence of online game addiction has increased among adolescents in Indonesia. This study aimed to analyze the correlation between parent conflict and online game addiction among adolescents. Methods: This study used a cross-sectional, correlational design. The inclusion criteria in this study were as follows: (1) adolescents between the ages of 13-19 and who were male, and (2) adolescents who were willing to become respondents. Eighty adolescents were approached according to the inclusion criteria, and 73 respondents were eligible for this study. The data collection method used was a questionnaire filled out by adolescents. The questionnaire was adapted to adolescents and to determine adolescents' perceptions of interaction conflict. Statistical analysis was performed using Spearman’s rank test with α=0.05. Results: Parental interaction conflict was positively related to online game addiction among adolescents (p = 0.004). The majority of respondents who experienced online game addiction in the fair category had low interaction conflicts with their parents. Conclusions: Conflict of interaction with parents can cause adolescents to become addicted to online games. Parents are expected to engage in good interactions in accordance with the stages of adolescent development. Parents should be able to complete their problem interactions well.

Contribution Threat Perception, School Climate and Prejudice as Mediator to Student’s Cyber Aggression

AbstractThis study aims to test students’ cyber aggression models based on previous studies, especially those related to high school students’ Cyber Aggression behavior. Following the stages of adolescent development, this research uses the socio-ecological theoretical perspective of the cyber context. This study determines several predictive variables as risk factors and protective factors that have the most potential to influence student cyber aggression, such as perceived threats, school climate, and prejudice. The model tested in this study is the role of the perceived threat and school climate on students’ Cyber Aggression behavior mediated by prejudice. This study uses a quantitative approach with structural equation modeling analysis, namely the structural equation model (SEM). The sampling technique used in this study is purposive sampling. The subjects of this study are high school students who actively use social media every day, with 1118 students as respondents from several cities in Indonesia. The result shows that the theoretical model of students’ Cyber Aggression behavior as per the empirical conditions in the field has met the goodness of fit model standard, meaning that the perception of threats and the school climate-mediated by prejudice were simultaneously proven to play a role as predictors of student Cyber Aggression

STRENGTHENING A CHILD-FRIENDLY ENVIRONMENT THROUGH IMPROVING YOUTH PROSOCIAL BEHAVIOR IN THE VILLAGE AREA OF GUNUNG ANYAR SURABAYA

Introduction: The stages of adolescent development as one of the tasks of human development also have a role, one of them is applying prosocial behavior. Prosocial behavior is any form of behavior that has positive consequences for others, whether in the form of material, physical or psychological but has no clear advantage for the owner. The purpose of this community service is to improve knowledge and skills about prosocial behavior to adolescents in the village area of Gunung Anyar, Surabaya. so that it can develop adolescent prosocial behavior and can prevent antisocial behavior. Methods: The method used in this community service activity is training with lecture and case discussions methods about prosocial behavior in adolescents and peer group support. As many as 30 people consisting of 15 adolescent, 13 parents, and 2 health cadres, with the criteria of adolescent aged 13-18 years took part in this activity and an evaluation was also carried out by filling out a questionnaire on the prosocial behavior of adolescents, parents, and health cadres through pretest and posttest. Results: The results achieved through this activity were increase in prosocial behavior in adolescents, parents and health cadres. This is because the methods of lectures and case discussions can provide a clear experience in implementation prosocial behavior so that participants know and can apply skills in prosocial behavior in a community environment. Conclusion: The next community service activity requires the formation of youth health cadres with a broader goal of improving a child-friendly environment.

Design strategies for the development of mHealth services in healthcare of adolescents with cancer

During the developmental stage of adolescence, profound physical, cognitive, and emotional changes occur, thus making adolescent cancer patients a population that seemingly have unique needs for support and treatment. Health-related difficulties have been effectively addressed by the use of portable and accessible technology interventions. Adolescents may benefit from mobile health (mHealth) applications that highlight the significance of their integration into medical procedures and public health, due to their innate capacity to use modern technology services. After reviewing 31 articles, it appears that well-designed mHealth practices have the potential to enhance the long-term devotion of the user to the received intervention. MHealth tools seem to incorporate widely applied theories such as Behavior Change Theory, User centered Design, Social Marketing Theory, Social Cognitive Theory, Self-Determination Theory and Narrative Transportation Theory, in order to increase patients’ engagement with the main purpose of behavioral change. The aforementioned theoretical frameworks include engaging strategies such as developmentally accepted content, rewards, customization, user feedback, time-appropriate intervention delivery, multimedia provision, ease to use and therapeutically designed games that could be implemented in mHealth interventions for adolescents with a cancer diagnosis. Both the theoretical structure and the engaging characteristics present a few limitations. These are discussed at the end of this review along with potential future research suggestions in order to improve the design procedures of mHealth services applied in adolescents with cancer, intending to optimize health-related behavior.