Sentences with phrase «middle adolescence for»

The major gender difference of note is the greater intensification in Puerto Rican acculturation between early and middle adolescence for girls who had been born in Puerto Rico in contrast to the other participants.

Not exact matches

Because I do talk a lot about toddlers and preschoolers (because that's what I live with in the trenches here every day), I want to provide some advice and resources out of that age group both for those with kids in middle childhood and adolescence, as well as give those of us with younger kids a glimpse into the future.

Middle adolescence is also an important time to prepare for more independence and responsibility; many teenagers start working, and many will be leaving home soon after high school.

Developmental Milestones Middle adolescence is a time of physical, mental, cognitive, and sexual changes for your teenager.

Longitudinal research using these techniques shows that although genetic factors primarily account for developmental continuity, some evidence can be found for genetic contributions to change, especially during the transition from early to middle childhood (Fulker, Cherny, & Cardon, 1993) and perhaps from middle childhood to late adolescence (Loehlin, Horn, & Willerman, 1989).

«They also point to middle childhood and early adolescence as a critical period for implementing programs that foster socio - emotional learning skills before long - term trajectories of peer victimization or maladaptive stress responses have been established.»

Maybe there's that one teacher who is amazingly talented at what she does; or the teacher's aide who serves as a de facto grandmother to half the student body; or the chess club leader who manages to keep young boys engaged in school through early adolescence; or the superstar math teacher who seems solely responsible for a middle school's stellar math scores.

For the last two decades, education researchers and developmental psychologists have been documenting changes in attitudes and motivation as children enter adolescence, changes that some hypothesize are exacerbated by middle - school curricula and practices.

The DeWitt Wallace - Reader's Digest Fund has awarded a three - year, $ 1.1 - million grant to the University of North Carolina at Chapel Hill's Center for Early Adolescence to help improve the preparation and training of teachers and staff members in the middle grades.

The report, prepared by the Massachusetts Advocacy Center and the Center for Early Adolescence at the University of North Carolina, attempts to merge what its authors say have until now been two mutually exclusive areas of research: effective middle - school practice and dropout prevention.

Professor Nancy Hill's article, «Parent Involvement in Middle School: A Meta - analytic Assessment of the Strategies that Promote Achievement,» was named the 2010 recipient of the Social Policy Best Article Award presented by the Society for Research in Adolescence.

The Chronicle of Middle Level Education Research serves as a critical conduit for communication within the MLER SIG and reinforces the mission of the SIG to improve, promote, and disseminate educational research reflecting early adolescence and middle level educMiddle Level Education Research serves as a critical conduit for communication within the MLER SIG and reinforces the mission of the SIG to improve, promote, and disseminate educational research reflecting early adolescence and middle level educmiddle level education.

She has taught middle school mathematics for 22 years and recently earned National Board Certification in Mathematics / Early Adolescence.

The middle schools and high schools use traditional letter grades, A — F. Although the state's assessment system is uniform in most aspects, the jump between elementary and middle level can be overwhelming for students trying to navigate the waters of early adolescence as well as school structures.

Skills for Adolescence for Out - of - School Time is adapted from Lions Quest's highly - rated middle school curriculum to provide staff with a positive youth development program that meets the unique demands of out - of - school time settings.

But for Daisy, the middle child, John's absence opens up a world of bewilderment, exposing her at the onset of adolescence to the chaos and instability that hover just beyond the safety of parental love.

Impoverished inner - city neighborhoods in the United States are threatening contexts for the development of youngsters during middle childhood and adolescence.

From the transition from childhood to adolescence, middle school students typically explore and expand their interests, begin to connect their learning in school to real world experiences, engage in high levels of activity, develop their own identity, and seek opinions from peers for comfort, understanding, and approval.

As the factors associated with good mental health may vary with the age of the child or adolescent, we undertook analyses separately for three age groups: 4 — 7 years (early childhood), 8 — 11 years (middle childhood) and 12 — 17 years (adolescence).

The effects of welfare policies — particularly those with more generous earnings supplements — were most pronounced during two developmental transition periods: positive effects were found for children going from preschool into middle childhood, and negative effects were found for children making the transition out of middle childhood and into early adolescence.

Social — contextual influences on expectancies for managing anger and sadness: The transition from middle childhood to adolescence

This low - cost intervention (roughly $ 34 per participant) delivered by teachers in middle school classroom settings addresses risks for substance use in adolescence, with components that teach students self - management skills, social skills, and information regarding the dangers of substance abuse.

Skills for Adolescence for Out - of - School Time is adapted from Lions Quest's highly - rated middle school curriculum to provide staff with a positive youth development program that meets the unique demands of out - of - school time settings.

Third, we investigated whether interpersonal difficulties during middle adolescence were associated with risk for suicide attempts during late adolescence or early adulthood after maladaptive parenting or abuse during childhood or early adolescence was controlled statistically.

It may be possible to develop improved interventions for individuals who are at high risk for suicide by identifying combinations of risk factors that are associated with the onset of suicidal behavior.2 Prospective epidemiological research can facilitate the identification of such patterns by assessing a wide range of childhood adversities, interpersonal difficulties during middle adolescence, and suicidal behavior during late adolescence and adulthood.

First, middle childhood, especially the ages between 10 and 12 years, is characterized by cognitive, social, emotional, and biological changes that set the stage for development in adolescence and adulthood (Eccles 1999).

The offspring who were younger (r = − 0.08, P =.05), who were female (OR, 2.73; 95 % CI, 1.06 - 7.01), who had psychiatric disorders during middle adolescence (OR, 2.98; 95 % CI, 1.28 - 6.92), and whose parents had psychiatric disorders (OR, 4.55; 95 % CI,1.77 - 11.70) were also at an elevated risk for suicide attempts during late adolescence or early adulthood.

Although there is an abundance of research demonstrating that the early years are critical for healthy child development (e.g., Hertzman and Power 2006), it is during middle childhood that children's personalities, behaviors, and competencies consolidate into forms that persist into adolescence and adulthood (Collins 1984).

Linked data were used to elucidate patterns of risk and protection across early and middle child development, and these data will provide a foundation for future record linkages in the cohort that will track mental and physical health, social and educational / occupational outcomes into adolescence and early adulthood.

Associations between (1) elevated maladaptive parenting or abuse during childhood or early adolescence and elevated relationship difficulties during middle adolescence; (2) elevated maladaptive parenting or abuse during childhood or early adolescence and suicide attempts during late adolescence or early adulthood, controlling for elevated relationship difficulties during middle adolescence; and (3) elevated relationship difficulties during middle adolescence and suicide attempts during late adolescence or early adulthood, controlling for maladaptive parenting or abuse during childhood or early adolescence.

Logistic regression analyses were conducted to investigate the mediation hypotheses, using an established 3 - step procedure.48 First, we investigated whether there was a significant bivariate association between a high level of maladaptive parenting (operationally defined as ≥ 3 maladaptive parenting behaviors) or abuse during childhood or early adolescence (by a mean age of 14 years) and risk for suicide attempts during late adolescence or early adulthood (reported at a mean age of 22 years) and whether the magnitude of this association was reduced when interpersonal difficulties during middle adolescence (reported at a mean age of 16 years) were controlled statistically.

Results Maladaptive parenting and childhood maltreatment were associated with an elevated risk for interpersonal difficulties during middle adolescence and for suicide attempts during late adolescence or early adulthood after age, sex, psychiatric symptoms during childhood and early adolescence, and parental psychiatric symptoms were controlled statistically.

Third, a high level of interpersonal difficulties during middle adolescence was significantly associated with risk for suicide attempts during late adolescence or early adulthood after maladaptive parenting or abuse during childhood or early adolescence was controlled statistically (Table 4 and Figure 1).

An extensive literature review provided the basis for identifying the constructs and developmental domains that are, conceptually and empirically, considered to be essential in the development of competence and well - being in middle childhood and adolescence (e.g., Eccles 1999; Masten and Coatsworth 1998).

This will be used to elucidate patterns of risk and protection across early and middle child development, and also provide a foundation for future record linkages in the cohort that will track mental and physical health, social and educational / occupational outcomes into adolescence and early adulthood.

Maladaptive parenting and childhood maltreatment were associated with an elevated risk for interpersonal difficulties during middle adolescence and for suicide attempts during late adolescence or early adulthood after age, sex, psychiatric symptoms during childhood and early adolescence, and parental psychiatric symptoms were controlled statistically.

Expanding supports for middle and high school students to address their health and socio - emotional needs during critical formative years in their adolescence

If a mother does not see an older child as having a need to grow up, he or she may curtail independence during middle childhood and adolescence or expect the child to provide too much care for others in the family.

Substance Abuse and Mental Health Services Administration (SAMHSA) Lions Quest's middle school curriculum, Skills for Adolescence, is listed on the National Registry of Evidence - Based Programs and Practices, a service of SAMHSA.

Lions Quest Skills for Adolescence is designed to help middle school students, parents, and teachers cope with the physical, emotional, and social challenges of early aAdolescence is designed to help middle school students, parents, and teachers cope with the physical, emotional, and social challenges of early adolescenceadolescence.

The findings suggest that although low levels of social and physical aggression may not bode poorly for adjustment, individuals engaging in high levels of social and physical aggression in middle childhood may be at greatest risk for adolescent psychopathology, whether they increase or desist in their aggression through early adolescence.

Estimates show a 21 % drop (35 % to 14 %) in waking hours spent with family between late childhood and middle adolescence (27) and increasing reliance on peers for intimacy and support (28 — 31).

For this project, 125 maltreated adolescents and 125 nonmaltreated adolescents will be recruited and data will be collected from the adolescents and their parents once a year between early (12 — 13 years) to middle (15 — 16 years) adolescence.

Female responsiveness to infants is greatest in childhood and adolescence, and declines in middle - aged and elderly women, whereas a similar pattern is not observed for males (Berman, 1980; Feldman et al., 1977; Frodi & Lamb, 1978; Fullard & Reiling, 1976; Maestripieri & Pelka, 2002).»

Thus, there is some evidence that the maturational changes that occur in middle childhood combined with children's increased exposure to social situations require major adjustments in parental expectations which, in turn, may be associated with higher risk for stress compared to both early years and adolescence (Orr et al. 1993).

For support and negative interaction in early to middle adolescence, the data supported the parent effect model more than the friend effect model, whereas both models were equally strong in middle to late adolescence.

Data for this study represent the first three waves of data collection from the larger longitudinal study following children with SB through middle childhood and adolescence.

This may suggest that, rather than early adolescence, middle - to - late adolescence is an essential period for studying depression and related risk - and protective factors.

Though PLEs and internalising and externalising psychopathology in middle childhood all constitute replicated antecedents of schizophrenia, our data indicate that internalising and externalising psychopathology experienced only during childhood is not associated with increased risk for PLEs in adolescence, whereas psychopathology that persists from childhood into adolescence or is incident in adolescence confers increased risk for later PLEs [28].

Anxiety disorders of children and parents might be related to inflexible emotion regulation in similar ways for parent - daughter dyads and parent - son dyads from middle childhood to adolescence.