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@christinefrances12
Adolescence turned 2 today... It was a great paper..and one that has helped me immensely both in my work and family ..I loved the way we were encouraged to source information from anywhere we could find it. This allowed the information to be useable, rather than cloistered and closed in academia.
Final Thoughts on Tumblr ( for now)
As was the case with several others on this course, I had never heard of Tumblr before this paper. However, the support given was first class and I was able ( albeit in a stumbling manner) to start the Tumblr Project on time. I still feel I am an infant as far as navigating tumblr goes and agree with another final post which expressed concern that the tumblers will be marked by a peer, rather than by professional. I had thought that the peer’s assessment was, in turn part if their assessment, rather than part of our final grade. Also, having had the tumblr idea ‘sold’ as a communication/social network site, I wrote as I speak..(using the 3 dots frequently to indicate stream of consciousness) rather than as an academic statement, so It was a bit disconcerting to realise that our tumblers will be marked down for grammar etc.
What I have mastered, I have enjoyed. I came to know who posted informative, relevant contributions and really learned a lot from these people..I am not sure if we are meant to name specific accounts, so I won’t, but I will say that a few bloggers wrote and posted some wise, informative blogs that really challenged my previous conceptions and changed my perceptions.
It was disappointing at times, to see a great blog stand alone or to be answered to and there the ‘conversation’ stopped..with no-one else participating..I felt that some blogs were worthy of a long volley of argument/counter-argument.
My biggest frustration was probably due to my tumblr infancy in that, many times I found a fantastic article and when I posted it, it wouldn’t download onto tumblr.. These sites were usually from places where there had been some serious research done..of note are the ‘Youth 12’ project and the Brainwave Trust. So I often spent time researching and writing on something that wouldn’t ‘post’.
I also found it frustrating in a broader sense as research being done doesn’t seem to be easily accessible to the wider community.. It is sad that, so often it is only other academics who get to know the results of research, whereas it is the people who come into daily, working contact with youths who need a greater understanding of the teen brain if there is to be any benefit from this research.. It is the neighbours, relatives, nearby shop-attendants etc of teens who could provide scaffolding for teens if they could see them as still developing, rather than as problems.
I also often saw that an article which I thought was very interesting, wasn’t paid any attention, whereas, cute pictures with pithy comments got a lot of attention…and I must say that, as my tumblr looked fairly bland at times, I would look out for a colourful picture to reblog.. (I was really happy with the ‘Cat in the Hat’ one!).
Adolescence
Santrok( p 303) explores the influence of peers on adolescents saying that peer influences can be both positive and negative and that adolescents work through the principals of fairness and justice by working through disagreements with peers. I think this works both ways, and there needs to be a balance whereby the adolescent is able to work through injustices experienced by peers by discussing and getting the support of parents (or caring adult). From my perspective, I found adolescence to be the least adventurous time of my life..probably because of the growing awareness of my peers. My peers at school were not people I would have trusted to discuss any injustice with unless I intended to tow the party line and jump on the most popular band wagon. ( I went on marches ..I think they were to protest against the war in Vietnam, but I really went because interesting boys went). I would never have discussed anything personal or any domestic injustice with any peer. My adolescence tended to be one of observing and keeping my cards close to my chest.. I have since led an very exciting and adventurous life...possibly because I explored who I could become by observing and not putting my dreams into an open forum where they could be ridiculed. I have enjoyed this paper and have found that it has given me words to express what I saw but couldn't articulate. In particular Vygotsky and Marcia's theories/observations have enabled me to see more clearly how to view and support adolescents.. Marcia's explanations around identity foreclosure highlight the danger of an adolescent being controlled rather than allowed to develop through a healthy moratorium. I value Vygotsky's highlighting the need for scaffolding..the implication being that scaffolding is removed when the building is complete.. That really emphasises that we do not own our children...we are there to support them become who they can become.. I have not yet had time to read Vygotsky in depth, but wonder to what extent he sees that scaffolding as possibly being a means to indoctrinate. I hope not..but I do see that there is a need to conform somewhat into the culture we are presently living in. I wonder what our schools and even our society would be like without the benefit of the research of Erikson and Piaget.. I will say though,that understanding Piaget takes a bit of linguistic ability..word like 'concrete' sound very rigid and do not give the impression of a fluid, still developing person... So too does the word 'formal' give an impression of rigidity..
Following from my previous post, the concept of youth organizations is one way of counteracting the pull some adolescents feel towards gangs. Religious orientated youth groups are beneficial to development in that “spirituality/religiosity is positively related to well-being, self-esteem, and...
Great read..I wonder if children who go to Youth Groups come from higher income families because the parents of those children went to a youth group themselves and found support they may not have at home, but which they may have needed to become the person they saw that they could become..
This is yet another site that won’t download into tumblr. I was interested in the influence the Beatles had on forming today’s perception of adolescence. When the Beatles and others such as James Dean, Elvis Presley, the Rolling Stones came to fame, they were described by words such as 'rebellious' when they broke through the ‘status quo’ and created their own style of music.( the term ‘stubs quo’ was also a commonly word used in the 60’s and 70’s..it was used as a term to define what the parents of that age saw as stable, established and good ..and what the teens of that age were questioning.)
The Beatles lyrics often invited the audience to feel part of the song with lines such as ‘She was just 17, you know what I mean’, ‘Come Together ’, ‘Hey Jude’, ’ I can get by with a little help from my friends’ and many others. I think this style took that generation of teens with them rather than preached at them or set themselves apart as earlier popular entertainers had done. Nowadays, we hear words such as ‘exploring’ and ‘extending boundaries’ rather than ‘rebellious’ to describe teenage experimentation. I wonder if the generation of parents of today’s teenagers, by being encouraged by popular music during their own teen years, gained the courage and insight to see new ideas in their teen children as positive rather than negative when it went against the ‘status quo’.
15 & PREGNANT ON PURPOSE!
This clip is interesting in that the story starts with the girl expressing how her and her boyfriend were at 15yrs old- idealistic. They believed everything would be perfect. It was an example of Personal Fable where an adolescent believes they are totally unique in their experience, and no one can tell them otherwise! The story progresses, and things do not work out perfect, the girl - who is now 22yrs shares how realism hits home. Transitional cognitive developmental milestones can be seen through her story. At the conclusion she gives advice to adolescent girls to wait till they are adults and in a stable relationship before they consider having a child.
Great that there is open talk about this…when I was 17, my 15 year old sister became pregnant.. The experience taught us all so much..1) my mother said ‘this will be my first grandchild and precious to me’..so the rest of the family knew that no matter what we did, we had unconditional love… 2) Many people we knew became morally superior about the situation..Many years later, that first grandchild is a highly qualified, respected teacher and her 3 sisters( full sisters) are equally educated…all with graduate degrees and well respected in their respective communities.. All at a much higher level than the children of those who were judgemental.. 3) a short time ago, my sister put on facebook something that said’ when I became pregnant at 15, they said I had lost my life’ and underneath she had photos of her happy, beautiful children.. All of whom adore her. To me, the above highlights Vygotsky’s idea of scaffolding supporting a developing person…Becoming a parent while still developing herself, my sister needed scaffolding and she got it.. As she matured, the scaffolding was slowly removed and she was able to become the mother she saw she could become as per Erikson’s theory.
Many adolescents have a hunger to explore and experience spiritual activities, according to a 2006 study on twentysomethings by the Barna Group, a research group focusing on spiritual and religious …
This article states that adolescent development is contributed to by religion and spirituality. It points out that if religious organisations are antagonistic about other faiths or religious institutions, this can lead adolescents to leave the organisation or seek alternative religions or churches. However, adolescents that are involved in religious groups that encourage exploratory questions and discussions about life, and spirituality and how it may be relative to their everyday lives, apparently, are more likely to maintain their faith into their adult years
This also links in with Eriksons and Piagets theories of adolescent development highlighting that adolescence is a developmental period of abstract thinking and reasoning. It also connects with Kohlbergs theory of moral development where adolescents, if in stage 3 - conventional reasoning, may make moral judgements based on caring for people, and being more aware of bias.
This is interesting..more so that religion and spirituality hasn’t been a major factor in studying adolescent development. While I agree that adolescent development is contributed to by exploring religion and spirituality, I see that so many youth groups serve more as social cliques rather than as safe places for a developing adolescent to honestly discuss and then explore who they may become. The cliquy nature of these groups may well be the result of the blurring of boundaries around morality.. While, it used to be that church youth groups would be exclusive in believing their religion set them apart, there is now an exclusivity between youth groups of the same religion. This engenders a feeling that one must conform to the mores within that specific group and therefore the identity achievement becomes more that of Marcia’s identity foreclosure, than of an identity achievement via a healthy moratorium.
I think this speaks for it’s self by integrating the concepts of morals and individually in such a fun yet memorable way :)
This is a historical look at inter and post war attitudes to children and adolescents within families in NZ. It shows how the government recognised the need to create a new approach to the role of the family within society. by 1940, children, viewed as ‘emotional capital’ were socially priceless. Page 5 tells of how, in the late 1950’s, Mabel Howard, the Minister for Women and Children, was seen as irresponsible when she tried to discuss teenage issues with the bodgies and widgies, rather than to blame juvenile delinquency on working mothers and the influence of film
This site does not open for tumblr, yet it opens when googled..it is the site of Youth 12's Report on New Zealand Adolescents.. Of note (on pages 14 and 15), the research found that an overwhelming majority of NZ teenagers felt that their parents cared a great deal for them, yet 62% of males and 55% of females said they had enough time with their parents.
He Hinatore ki te Ao Maori A Glimpse into the Maori World - Published March 2001
www.justice.govt.nz/publications/publications-archived/2001/he-hinatore-ki-te-ao-maori-a-glimpse-into-the-maori-world
This paper from 2001 is “is an overview of a Mäori perspective of ‘tika’ or rightness.” The PDF is located at the bottom of the web page above.
I had wanted to post about Mäui for some time and believe I have found an excellent source to enhance my notions of Mäui as a Mäori role model and figure for adolescent development. I hope this links the last two weeks topics, Moral Development and the role of Whänau; from an indigenous perspective.
It has stimulated my thinking in regard to the Körero tawhito (Ancient traditions, oral traditions) and Mäui as a role model (but with cautions). Maui also known as Mäui-Pötiki, the last born, suggests his exploits appears to fit with late adolescence, early adulthood. Though of lowly rank and abandoned he illustrated the “principle of primogeniture was not incontrovertible”.
Mäui illustrated the importance of Whakapapa and Identity. He illustrated the benefits and importance of Whanau support via the knowledge he acquired by being reared by Tamanuikiterangi. This models involved and authoritative parenting and the role of mentors. He responds and develops rapidly despite his previously being abandoned.
His exploits also illustrate the importance of Karakia and attention to detail, ceremony, respect and the importance of establishing identity. The importance of Tikanga, iniative, resourcefulness, a foundation of trust, bravery, daring and the consequences of high-risk behaviour are also illustrated.
“The Mäori traditions such as those relating to Mäui illustrate fundamental behaviours active in Mäori society and also highlight various concepts of traditional Mäori culture. They were used as an educational tool to highlight and illustrate morals, principles, models and behaviours which Mäori could learn to apply in everyday life.”
This is excellent..thanks for sourcing and posting it.. It is something I wish more people could read as it presents a sound basis for understanding Maori Culture and youth in it. At the same time seeing a more respectful and, hopefully more effective foundation for justice.
Standards of right or wrong…
Postconventional Reasoning - Exploring options and making own decisions, based on universal human rights
Conventional Reasoning - Team value. Basis for moral judgement, understanding
Preconventional Reasoning - avoidance of punishment, what is right involves an equal exchange
Thought vs behaviour…
This is a great picture..and also an example of the Difference between intrinsic and extrinsic learning behaviour..
Having reread our text on Kohlberg on moral thought, I can see how this also helps to visualise his stages of moral development..great that this picture can depict more than one theory..
Santrock (2014) observes that:
Both Piaget and Kohlberg held that parents do not provide any unique or essential inputs to children’s development. They do believe parents are responsible for providing general role-taking opportunities and cognitive conflict, but they attribute the primary role in moral development to peers. (p. 224)
I understand that the above quotation is referring to Adolescent Moral Development and yes peers are the most influential at this period of the lifespan, however we cannot ignore the foundation work previously undertaken by the parents which “give rise to moral functioning” (Berkowitz & Grych, 1998) – Parents provide the opportunities and foundation for basing morals upon therefore parents’ decisions weigh heavily on the process and outcome of an adolescent’s moral development.
Here’s a link to an article that evaluates how parenting influences their child’s moral development and also gives pointers for parents on how to encourage positive moral development in their child.
An interesting excerpt from this article:
Block (1971) reported that adolescents low in self-control come from homes in which there was a high level of conflict, especially about child-rearing values, parents neglected to teach their children, and parents demanded very little of their children both in terms of household chores and school work.
Although the article focuses on the influence of parents on moral development in early and middle childhood, it helps us to understand an individual’s foundation of moral development which is already installed by the time they enter adolescence.
I absolutely agree with the crux of this article. I know my moral development started early on in childhood, in simple day-to-day events that my parents probably didn’t specifically see as teaching me. Many instances and phrases spring to mind, a few are listed below-
* “Don’t hit your sister, we don’t hit, how would you like it if roles were reversed?” This was also extended to the dog, cat or any other living creature that was around us. Asking the child to consider how they would feel in the same position teaches empathy rather than sympathy.
* “Don’t lie- again, how would you feel? How will I trust you?”- The boy who cried wolf was a key story point anytime lies came up in our household; Teaching children the value of trust and them being trusted. This was a key foundation for adolescence, as discussions about boys/sex/friends/drinking etc were open and honest and trusting foundations were already established. As has been proven with my little brother, without those open lines of discourse, teenage years can be challenging.
While I may have gone off track here a little, I was attempting to highlight that the role model your parents are when you are young- by a combination of what they say and how they act, will lead to the moral backbone of an adolescent. While friends or peers my try to influence or pressure teens, the moral foundations are already there.
I agree with your stance that parents (and the wider family/community) play an integral role in helping adolescents develop moral reasoning. Perhaps it is this parental influence that makes the difference in how adolescents respond to situations and opportunities [for risk taking behavior] presented to them online. It may be the foundations of parents that initiate the critical questioning and analysis adolescents need for healthy moral development when venturing into the online social context.
This is a great read..It raises the old question about what is morality anyway and what standard(s) should we use.. As we have seen thorough, particularly Erikson and Piaget, that each stage is dependent on the preceding stages, I wonder if the degree to which a parent has input into morality development in their adolescent children is dependent on how the relationship to date has allowed that parent to be a sound scaffold for them as they develop their own moral standard.
Bradley (2005) puts forth a challenging and thought provoking statement about the formation of morality and whether or not this is moral. Bradley states
"Is morality, as many theorists argue, taught by adults to children? Is it emotionally based and habit driven? And is it strongly associated...
Kiwis lash out at radio stations for publishing hacked intimate photos of Hollywood star Jennifer Lawrence. | Hunt is on for hacker
Looking at this weeks topic of Sexuality I see the discussion of the NZs rape culture as a discussion about abuse, degradation and exploitation of women. That so many people in the Media have engaged in exploiting the breach of celebrities privacy indicates a sense of entitlement and disregard for others. A hard topic to read about. Definitely work for men to do as parents or as roles models when working with youth. Does NZ have a rape culture? The Malaysian diplomat leaves the Country, advising women to “Wear running shoes and carry a whistle” , Roast Busters, Anti social groups, Louise Nicholas, the list gets grueling. Not only rape culture but a culture of abuse exist. The way women are mis represented in the media an the influence this has on adolescents is a good place to look to make change.
I think much of the world has a rape culture..we just don't have many other countries on our radar.. I think it is tragic that, even though NZ was the first country in the world to give women the vote and , with standards being dropped so rapidly which lower the value of women such as what the EDGe has done, the behaviour of our politicians, the PC brigade ( which doesn't allow us to question the standards of new immigrants whose culture does not see women as equal to men)l I wonder how long before we will be the first country to actually take the vote off women.. I know this sounds ridiculous, but I know that many women new to NZ in our society are told how to vote. And I know through my work that violence, (including rape and incest )against women is far more prevalent in NZ than any news report I have seen..The sad thing is, that many of the victims do not know that it is unacceptable in NZ..and when they do, the services provided do not necessarily provide the support needed to protect them.
