Ch Dev: Final Part 1 – Adolescence Discussion post 2 reply

Respond to two other peers with at least 1 paragraph for each peer (8 sentences MINIMUM each paragraph) as to their learning contribution. Make sure you write the name of the peer to whom you are responding otherwise we won’t know who the response is for.

Student 1:

The topic that I found interesting was identity because this period involves transitioning from a child to an adult. During adolescence, young individuals start to question traditional values their families imposed on them at a young age. Teenagers learn through each interaction that their identity may be lacking in religion, politics, what they want to pursue, and sexual orientation. This often leads to conflict with their parents who value traditional views. As Erikson’s gender intensification is no longer applied during this time, sexual identity is a difficult subject to discuss with parents who may not accept their child and their gender identity as module 16 suggested. It is important to know the many different theories of the brain and psychosocial development as a parent, teacher, policymaker, or oneself because it provides insight of how to mold creative minds. Also, these theories help parents and teachers gauge how much a child can understand and can develop complex thoughts. Not only to mold creative minds but learn to adapt and accept to these changes these young individuals of the new generation.

On module 15, the video features Growth Mindset vs Fixed Mindset, sheds light to the way many of our peers think. The ones who thrive during challenges and the ones who easily give up. It is interesting that the example the video provided was the twins, where one is adopted and the other stay with their biological parents. The twin who was adopted had a growth mindset because the parents have a higher level of education and encourages the child to learn new skills, illustrating that nurture plays a big role. It is easier to offer words of encouragement to children than to teenagers who are controlled by the image they portray to their peers. A healthy competition can inspire teenagers to work on growth, but this depends on the young. Teachers can help teens develop growth mindset by trying different learning tactics, replacing “failing” with “learning” and teach them that process is valuable than fussing over the result. Also, offering specific praises can invite constructive criticism. This should cultivate a small sense of purpose and spark a shift from a fixed mindset to a growth mindset.

The video, The Teenage Brain is Primed for Addiction, suggests that adults are less likely to become addictive compare to young individuals who are more likely to become addictive. This is because the adolescent brain has yet to develop fully and are susceptible to new experiences whereas adults are fully developed. The spokesperson mentioned that DNA in adults are cluster together tightly and the DNA in adolescents have more gaps in its sequence, making it possible for drugs to cause mayhem. This mayhem can rewire thought process in the teenagers’ brain and cause them to have sudden outbursts of explosive behavior, anxiety, and depression. Like a domino, teenagers who abuse drugs and alcohol to appear “cool’ can develop eating disorders, bullying and thoughts of suicide. And if someone tells teens to not do something, they will more than likely disobey and act on the prohibit act. The way parents, teachers and policymakers can support teens by providing a space where they can express their thoughts freely without feeling that there is a right or wrong answer. Also, if they do not feel comfortable speaking, allow teens to express themselves through the arts or something they are familiar with. This can help mitigate some stress and anxiety they may be feeling into something beautiful and positive.

Gun violence imposes a health epidemic for teens because they are at risk of depression and stress. The reason so many teens care about gun violence is because they are likely targets during school. There has been many school shootings in America and young individuals are gunned down in a place where they should be safe. Activists against gun violence like this group in Chicago and individuals like Emma Gonzales are rising because they want change. They see and/or experience the outdated policies that policymakers have yet to reform. They do not want to see mass shootings and young deaths like the tragedy at Sandy Hook Elementary. It is frustrating that many citizens protect their right to “bear arms” and do not want to listen why there is a need to reform. It is sad yet empowering to see young individuals march to see change for a better future because children are, indeed, the future.

Student 2:

A topic that I found interesting in this unit was “Eating Disorders”. Chapter 14 mentions anorexia nervosa and bulimia nervosa. Anorexia nervosa is an “eating disorder characterized by self-starvation” (PPT 30). People who suffer from this tend to eat very little and over-exercise. This can harm their body by “depriving…vital organs of nutrition” (PPT 30). Bulimia nervosa is “an eating disorder characterized by binge eating and subsequent purging, usually by induced vomiting and/or use of laxatives” (page 460). Those who have bulimia nervosa may be at risk for cardiac arrest, due to electrolyte imbalance, and “damage to their gastrointestinal systems” (page 461). I found this section interesting because I got to learn what causes eating disorders. I knew that standards set by society contributed to eating disorders, but I did not know that stress, puberty, hormones, and childhood experiences play a part as well. I am glad that I got to learn more about eating disorders. Hopefully, I can use what I have learned to help my future children feel comfortable with their bodies as well as give them an understanding of the dangers of not eating enough and eating too much.

There are many reasons as to why it is important for people to understand the theories on brain and psychosocial development. Teenagers should understand the development of their own brains so that they are aware that it is alright to not have complete control over emotions and decision making; their prefrontal cortex–the part of the brain that deals with planning ahead and emotional regulation—is not fully developed until age twenty-five. Parents and educators should also be aware that a teenager’s prefrontal cortex is not fully developed so that they can be more understanding and patient if a teenager makes an illogical mistake or impulsive decision. Parents and educators can also teach a teenager about when it is not alright to give in to impulses/urges. They can teach their kids/students about how to control their behaviors and emotions so that they may not make choices that can harm their future. Teenagers should also be aware of their psychosocial development so that they can ask adults for help if they have dilemmas regarding their identity. Parents and educators should keep in mind that teenagers may experience anxiety, stress, and confusion when figuring out their identities; thus, parents and educators should support adolescents and provide them with a safe environment. A safe environment is crucial for a person’s development. If he/she does not feel safe because of their identity, he/she may feel even more lost or experience depression. So parents and educators have an important role in making teenagers feel comfortable/safe with whatever beliefs and lifestyle they identify with.

The video on growth vs. fixed mindset illustrates how the two different mindsets deal with challenges. Those with a growth mindset believe that one is capable of learning anything if they set their mind to it, and they see challenges as ways to grow and improve. On the other hand, those with fixed mindsets believe that people are born with certain skills and cannot excel in something they are not initially good at. People with fixed mindsets also face challenges with fear and shyness because they are afraid of failing. I think the video can help people learn and develop. Since it addresses the thought processes of those with growth or fixed mindsets, people may able to identify which mindset they have based on the examples given in the video. If people learn what kind of mindset they have, they may be able to improve themselves to become more resilient and hard-working or may be able to maintain a positive attitude towards challenges. People can help teens build a growth mindset by encouraging/celebrating the effort of trying, applauding them for their hard work—whether they get an A or not, and encouraging them to learn whatever skill they wish to learn. This will make teenagers less afraid of challenges and failure.

Adolescence is a difficult time in parenting because teenagers seem to have the most conflict with their parents during this stage. Since teens are trying to find their own identity, they may want some privacy or their confusion causes them to lash out on their parents our of frustration. In this stage, parents have to be more patient and understanding with their children. Impulsive decisions that teens make can also cause conflict between teens and parents because the adults may not approve of such behavior. The relationship between teens and their peers is just as important as the relationship between teens and their parents. Teens need their parents’ love, support, and help during hard times. Parents are also capable of giving their child advice because they know what it is like to be a teenager. Teens need to have relationships among their peers because friends can be people that one can rely on and relate to. Being able to relate with someone gives teens a sense of belonging, and having bonds with people allows a person to feel as if they have an important role among others their age. Having multiple people to turn to can also help teens deal with pressing issues such as anxiety and depression. Anxiety and depression are big issues that teens experience because both can cause various, negative outcomes in their lives–outcomes like suicide and eating disorders. Having a good support system is one, healthy way a teen can overcome these issues. Teens should not feel as if they must turn to drugs and alcohol to feel happier and less anxious in life. Since the brains of teenagers are more susceptible to addiction, parents should communicate with their children and help them through their issues. Educators should also give teens reasonable advice if they ever notice odd behavior; educators should also teach students that substance abuse is not the right way to overcome obstacles, but communication is. Policymakers should also give schools licensed and helpful/safe counselors for teens to talk to and figure out their problems with.

Teens care about gun violence because it has grown to be a large health epidemic. The number of school shootings has rapidly grown in recent years. These shootings affect the lives of many teenagers and inspire them to end gun violence. Teenagers care so much because they want to prevent more people from getting hurt or from dying. They do not want society to treat these shootings as a norm by having kids practice hiding as if it is a fire drill or wear bulletproof backpacks. Instead, they want the government to see these unfortunate events as something to learn from. Teens hope that the government will acknowledge their voices against gun violence and make decisions that can make school a safer place. Teenagers put much emphasis on ending gun violence because if they show that they care and show how much it has affected many lives, then maybe the government may change laws or add additions to existing laws as a way to decrease or prevent school shootings.

For example:

Hello ……,

In regards to your second paragraph, I really liked how you mentioned that teachers should replace the word “failing” with “learning”. I think that is a great way to help kids obtain a growth mindset. People tend to make “failing” seem like a negative state, but it is not bad to fail at all. Failing is a good way to learn and can help people think more critically to solve problems. Plus, if a person never fails then they most likely never learned because the task was too easy for them. Thus, I think labeling “failing” as “learning” will reconstruct the label into sounding more positive. Hopefully, this method will prevent kids from fearing to mess up because they can always figure out another way to get the answer. I also agree with your point in the third paragraph about how anxiety and depression can cause teenagers to undergo a domino effect. If people do not show that they care or do not provide a safe environment for teens, then the adolescents may turn to suicide, drug abuse, or bullying as a way to cope with their emotions. I think offering to just listen to a teen’s problems, showing love and care, and being patient and understanding can help teens feel like they have a place in the world and can help them communicate what is wrong. You did a great job, and I enjoyed reading your post.