By Sally Wassell, Brigid Daniel
This functional source for paintings with susceptible teenagers exhibits methods of marketing resilience and inspiring pro-social behaviour. The authors speak about issues pertinent to youth corresponding to peer strain and ethical accountability, medicinal drugs and sexual relationships, and recommend methods for practitioners to have interaction with and help adolescents who could have social or relations difficulties. This workbook stands on my own but in addition kinds a part of a collection in addition to different resilience assets at the Early Years and the college Years.
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Extra resources for Adolescence: Assessing and Promoting Resilience in Vulnerable Children 3
Younger children’s networks tend to be mediated by parents and carers, but during adolescence complex peer relationships that are independent of the family become very important. In summary, friendships in adolescence are (Thompson 1995): · more extensive · more exclusive (involving intimacy and loyalty) · more multidimensional (mix of friendships and sexually intimate relationships) · important for reducing stress, mediating stress and preventing stress. Being able to make friends is only part of the equation; the type of friendships made is another.
Self-esteem is not simply related to being good at something. A 55 ADOLESCENCE young person may be very good at mathematics, but not value that skill. Also, a young person who would like to be good at art, but perceives that his or her drawings are poor, will have a lower esteem than a young person who does not value art and whose drawings are poor. In her studies of self-esteem, Harter (1985) looked at a global measure of self-esteem (general self-worth) as well as eight separate domains for adolescents: · scholastic competence · athletic competence · social acceptance · physical appearance · behavioural conduct · close friendship · romantic appeal · job competence.
Harnessing the young person’s natural curiosity and enthusiasm is also a vehicle for encouraging social development in the older teenager. When assessing who has the potential to offer educational support, parents and other family members can be considered, even if young people do not live with them. Such a person could be a volunteer, mentor from the community, family member, keyworker in a residential unit, or the like. It can be helpful to consider three different aspects of education: · the school or college as a place · education as a process · educators as people.
Adolescence: Assessing and Promoting Resilience in Vulnerable Children 3 by Sally Wassell, Brigid Daniel