Alabama Campaign website - Alabama Campaign to Prevent Teen

Transcription

Crucial Conversations:
A Teen Pregnancy Prevention
Conference
November 8 and 9, 2012
Bishop State Community College
Mobile, AL
Table of Contents
Section One: Welcome
Agenda ……………………………………………………………………….……………...…..p. 1
Presenter Biographies……………………………………………………………………...…… p. 3
Section Two: Presentations
Importance of Parent/Child Communication
Pete Key, Ol’ Pete Key, Inc.………………….………………………………………………………p. 7
Understanding Adolescence: Seeing Youth through a Developmental Lens
Jamie L. Keith, ACPTP; Glynis Shea, Konopka Institute………...……………………...……….....…..p. 9
Breakout Session A: Becoming an Ask-Able Adult
Stacey Dallas and Anitra Henderson, MCHD ThinkTeen! Initiative………………………………...…p. 81
Breakout Session C: Adults Empowering Youth
Tom Klaus and Samantha Shinberg, Advocates for Youth…………………………….………………..p. 83
Breakout Session D: Sex Education in Schools
Elainer Jones, Alabama State Department of Education...................................................................................p. 85
Section Three: Resources
About the Campaign ……………………………………………………………………...……p. 87
2010 Alabama at a Glance ………...……………………………………………………………p. 89
Alabama Overview………..………………………………………………………………….... p. 91
National Sexuality Education Standards………………………………………………….…….........p. 93
Youth Rally flyer………………………………………………………………………………p. 137
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PARENT NIGHT AGENDA
November 8, 2012 * 4:30 pm—7:30 pm
Location: Auditorium
4:30—5:30
Parent Registration/Check-in
5:30—6:00
Teen Pregnancy Prevention Initiative Overview
MCHD TPPI
6:00—6:30
Youth Risk Behavior Survey (YRBS), Mobile data
MCHD TPPI
6:30—7:15
Pete Key
Ol’ Pete Key, Inc.
7:15—7:30
Q&A Session
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YOUTH-SERVING PROFESSIONAL DAY AGENDA
November 9, 2012 * 8:00am—4:00pm
8:00—9:00
Registration/Check-in (Auditorium)
9:00—10:00
Welcome, Overview, Introductions
10:00—10:45
Understanding Adolescence
Jamie Keith and Glynis Shea
Alabama Campaign to Prevent Teen Pregnancy and Konopka Institute
10:45—10:50
Break
10:50—12:00
Understanding Adolescence continued
12:00—1:00
Lunch & Networking
1:00—2:00
Applying a Developmental Lens to Youth Issues
Jamie Keith and Glynis Shea
Alabama Campaign to Prevent Teen Pregnancy and Konopka Institute
2:00—2:30
Summary and Feedback
2:30—2:35
Break and Transition to Break-Out Sessions
Breakout Session A: Museum
2:35—3:35
Become an Ask-Able Adult
Anitra Henderson and Stacey Dallas
MCHD TPPI
Breakout Session B: CANCELLED
2:35—3:35
Faith-Based Leaders Workshop
TBD
Breakout Session C: Auditorium
2:35—3:35
Adults Empowering Youth
Tom Klaus and Samantha Shinberg
Advocates for Youth
Breakout Session D: Classroom inside Museum
2:35—3:35
Sex Education in Schools
Elainer Jones
Alabama State Department of Education
3:45—4:00
Conference Closing Remarks/Call to Action (Auditorium)
PLEASE RETURN COMPLETED EVALUATION FORMS AND CEU PAPERWORK TO THE
REGISTRATION TABLE FOLLOWING THE CONCLUSION OF THE CONFERENCE.
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PRESENTER BIOGRAPHIES
Stacey Dallas
Outreach Educator, ThinkTeen! Initiative
Stacey Dallas is a graduate of the University of South Alabama. There she earned her Bachelor’s of
Arts in Sociology with a minor in Communications. Stacey joined the Mobile County Health
Department’s, ThinkTeen staff in December, 2010. She has a wealth of knowledge and experience
from working in the area of social services for over 12 years. Currently she works as an Outreach
Educator in the areas of Training & Technical Assistance with the ThinkTeen! Initiative. Her
interest includes traveling, reading and writing poetry; and most of all, helping others!
Anitra Henderson
Technical Assistance Provider, ThinkTeen! Initiative
Anitra Henderson is a graduate of the University of South Alabama with a B.A. in Communications. She has worked in the field of Public Affairs for more than 13 years. Her concentrated areas
of expertise include training, branding and interactive marketing for governmental entities. Her
current role is to build capacity of organizations serving youth populations and manage the
interactive brand of the Mobile County Health Department’s Teen Pregnancy Prevention Program,
ThinkTeen!
Elainer Jones
For the past three years Ms. Jones has served the Alabama Department of Education as the Principal Investigator for a CDC grant entitled: Improving the Health and Educational Outcomes of
Youth. Her expertise and knowledge has been developed during these past few years through attendance at numerous professional development opportunities and presentations across the state
of Alabama.
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Jamie Keith
Executive Director, Alabama Campaign to Prevent Teen Pregnancy
Jamie Keith travels extensively throughout Alabama providing statewide leadership on the issue of
teen pregnancy prevention through collaboration, education, training, technical assistance and
advocacy. She is a member of the Board of Advisors, The National Support Center for State Teen
Pregnancy Prevention Organizations, at Advocates for Youth. Ms. Keith is also a training
consultant with Healthy Teen Network. She has served on a Program Review Panel of the
National Campaign to Prevent Teen and Unplanned Pregnancy to help ensure the appropriateness,
clarity and content accuracy of National Campaign publications, and currently serves on the
Advocates for Youth HIV Review Panel Promoting Science-Based Approaches. Ms. Keith has
over eighteen years of experience in the non-profit sector and has served in organizations with a
primary focus on the needs of children, youth and low-income families. She earned her MS in
Human Resources Management from Golden Gate University, and BS in Management from Park
College.
Pete Key
Mansfield Key III, also known as Ol’ Pete Key, has worked as an Intervention Specialist with
leadership skills to facilitate and educate both adults and young people. He has also trained
individuals to be effective in the areas of positive youth development and intervening with young
people when it comes to risky behaviors. He has over 10 years of experience working with families
in social services, mentoring, life coaching, and consultation. Pete holds a BA in Marketing, with a
minor in Management.
T.W. (Tom) Klaus
Director of Capacity Building and Sustainability, Advocates for Youth
Tom Klaus is a social change agent who builds the capacity of organizations to effectively facilitate
cultural change. His work today is inspired by and focuses on the Advocates for Youth vision of
adolescent sexual and reproductive health as embodied in the organization’s philosophy of Rights.
Respect. Responsibility. As Director of Capacity Building and Sustainability at Advocates for
Youth, Mr. Klaus provides organizational and leadership development training, coaching, and
technical assistance to local, state, regional, and national organizations. Mr. Klaus came to
Advocates for Youth in December, 2005, from Iowa, where he had been the Executive Director
and a founding board member of Iowa’s statewide teen pregnancy prevention organization; a
developer and master trainer of several teen pregnancy prevention programs; a writer of numerous
articles, curricula, and books; a youth worker and counselor; and had held local, state, regional,
national, and international leadership positions in both religious and public service organizations.
Mr. Klaus is an alumnus of the Greater Des Moines Leadership Institute and a trained facilitator in
Appreciative Inquiry, an asset-based change and development model for organizations. Mr. Klaus
earned degrees in religion and English at William Penn University, a Master of Science degree in
counseling from Drake University, and is a candidate for a Ph.D. in Non-Profit Organization
Leadership at Eastern University in Philadelphia.
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Glynis Shea
Konopka Institute
Glynis Shea, Communications Director for the Division of Adolescent Health at the University of
Minnesota, has worked in the marketing communications field for 18 years. Ms. Shea brings a
wealth of professional experience to her position. As a former Vice President at Saatchi & Saatchi
Advertising San Francisco, Glynis managed the production of TV, print, and radio advertising;
fielded national market research efforts; led new business presentations; pioneered new advertising
approaches; and coordinated international account services. Ms. Shea’s communications experience
spans many different markets and audiences. Her client list has included prominent corporations
including Hewlett-Packard, Blue Diamond Almond Growers, and US West Communications (now
Qwest). Of particular interest is Glynis’ work with the AIDS Legal Referral Panel. A pro bono
client, Ms. Shea was able to apply the resources and talents of her agency team to the important
work of this non-profit organization. In an effort to shift the focus of her career, Ms. Shea joined
the Division staff to work on the Konopka Institute’s State Adolescent Health Resource Center.
Since that time she has also been tapped to assist the Health Youth Development-Prevention
Resource Center’s work on a Minnesota State Plan for Teen Pregnancy Prevention.
Samantha Shinberg
Program Associate, Advocates for Youth
Samantha Shinberg has worked in the field of sexual health since high school, when she was a peer
educator for Children’s Hospital’s youth group, Teens Against the Spread of AIDS (TASA) in her
home city of Washington, DC. After her time with TASA, Sam continued to pursue her passion
for sexuality education throughout her time at college, where she worked in the Sexual Health
Department of the Student Wellness Center and became a certified HIV tester and counselor at
Children’s Hospital in DC. At the end of her time at the University of Delaware, Sam earned a
Bachelor of Science in Human Development and Family Studies. As a Project Associate for the
Division of Adolescent Sexual Health at Advocates, Sam works to increase contraceptive access in
high-risk communities through outreach, education, and new media strategies. She also worked
with the Center for Disease Control to implement evidence-based programs through the Teen
Pregnancy Prevention Initiative in nine different sites around the country. Prior to joining
Advocates, Sam worked at Sexuality Information and Education Council of the United States
(SIECUS) as a State Policy Intern.
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PRESENTATIONS
Thursday, November 8
Pete Key
Location: Museum
Objectives:
1. Parents will learn the importance of parental involvement in every area of their child’s life.
2. Parents will learn effective communication techniques that enhance parent/child
relationships.
3. Parents will learn the tools that help build healthy relationships and learn how to identify
the warning signs that lead to unwanted pregnancies, HIV/AIDS, and other risky
behaviors.
4. Parents will learn the importance of partnering with schools and community resources to
build a healthy child through support systems.
5. Parents will learn ways to strengthen their child’s social competence, problem solving skills,
and emotional state.
Notes:
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PRESENTATIONS
Notes:
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PRESENTATIONS
Friday, November 9
Understanding Adolescence
Jamie Keith
Alabama Campaign to Prevent Teen Pregnancy
Glynis Shea
Konopka Institute
Objectives:
1. Review/remind ourselves about the stages and tasks of adolescent development.
2. Analyze the impact of the adolescent’s world on their development and the impact of their
development on how they interact with their world.
3. Explore adolescent behavior from a developmental perspective.
4. Determine how a developmental perspective can be directly applied to our work with and/
or on behalf of young people.
Notes:
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PRESENTATIONS
Notes:
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Understanding Adolescence:
Seeing youth through a developmental lens
N ovem ber 9, 2012
10:00 a.m . – 2:00 p.m .
setting the stage
10:00-10:45
Developm ental Tim eline
10:45 – 10:50
Break
exploring adolescent development
10:50 – 12:00
Und erstand ing Ad olescents
12:00 – 1:00
Lunch & N etw orking
applying adolescent development
1:00 – 2:00
Applying a Developmental Lens to Youth Issues
2:00 – 2:30
Sum m ary and Feed back
Training goals:

Review / rem ind ourselves about the stages and tasks of ad olescent
d evelopm ent.

Analyze the im pact of the ad olescent’s w orld on their d evelopm ent and the
im pact of their d evelopm ent on how they interact w ith their w orld.

Explore ad olescent behavior from a d evelopm ental perspective.

Determ ine how a d evelopm ental perspective can be d irectly applied to our
w ork w ith and / or on behalf of young people.
Trainers:
Jam ie L. Keith, Executive Director, Alabam a Cam paign to Prevent Teen
Pregnancy***[email protected]***334-365-8004***w w w .acptp.org
Glynis Shea, Com m unications Director, Konopka Institute for Best Practices in
Ad olescent H ealth and H ealthy Youth Developm ent, Prevention Research Center
at the University of Minnesota***sheax011@um n.ed u***621-624-3772
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Presentation Notes Page
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Part 1: What is Adolescence All About?
Change
Understanding change through development
• Infants
Definition: Youth ages 10-24
Adolescents
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Development as a “Backpack”
Development as a “Roller Coaster Ride”
Stages of Adolescence and Young Adulthood
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Early Adolescence ………. Age 10-14 ………. Late Elementary & Middle school !
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Middle Adolescence ………. Age 15-17 ………. High school !
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Late Adolescence/Young Adulthood ………. Age 10-14 ………. Post High school!
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seeing through a developmental lens
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Part 2: How do youth manage all this change?
Answer “Life Questions”
Accomplish “Developmental Tasks”
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PHYSICALLY CHANGING BODY
1.
Adjust to new physical sense of self
2.
Adjust to a sexually maturing
body and feelings
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CHANGING SENSE OF SELF
Brain Development
4.
3.
Develop and apply abstract
thinking skills
Define a personal sense of identity
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CHANGING RELATIONSHIPS
5.
Develop stable and productive !
peer relationships!
6.
Renegotiate relationship with
parents/caregivers
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Understanding Adolescence: seeing youth through a developmental lens
PRESENTATION DETAILS
Why do young people do the things they do – argue, drive recklessly, make crazy decisions, have
sex, have such an attitude?
These are questions that many adults have about adolescents and young adults.
Understanding the developmental changes of adolescence is the best way to start
answering these questions and reframing our view of young people. Adolescent
development gives the answers to what young people need to thrive.
Defining Adolescence/Young Adulthood
Young people between the ages of 10-24.
• This builds on definitions from the Centers for Disease Control and Prevention (CDC), the
World Health Organization (WHO) and United Nations.
“Big Picture” of Adolescent and Young Adult Development
Change
Change is what adolescent and young adult development is all about. Change is the most
constant trait of this time in life. Change is part of life in general. But change is bigger at some
times of life than others.
• Time of life with most significant change: Infancy (1st year of life).
• Time of life with the second most significant change: Adolescence and Young Adulthood
Development as a “Backpack”
When a child is born, he/she is given a backpack. Throughout their childhood, adults fill this
backpack with the things that young people needs for a good life.
When the child reaches adolescence, they take their backpack off and empty everything out.
Throughout adolescence and young adulthood, young people go through all their backpack
items - deciding what to put back in the backpack, in what order, in what format, revising,
adding to and leaving things out. This is a good example of what adolescent development is all
about.
Stages of Adolescence and Young Adulthood
Early Adolescence
Age 10-14
Late elementary school
and Middle school
Middle Adolescence
Age 15-17
High school
Late Adolescence/
Young Adulthood
Age 18-24
Post High School
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page 1 of 11 • july 2011
state adolescent health resource center • konopka institute for best practices in adolescent health
University of Minnesota
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Overview of Changes in Adolescence/Young Adulthood
EARLY ADOLESCENCE
Everything is new – the time when all the significant changes begin to start – life has been
stable to this point. Now changes take off like a roller coaster going a full tilt.
Youth plummet from top to bottom of the social ladder - think about the transition from
elementary to middle school.
• Elementary school is like a family environment in which youth (5th and 6th graders)
are the oldest, wisest and more respected kids in the school. It’s an easy place to be
known (tend to have a primary teacher who knows them well). And they know how
things work, where things are, it’s their world and it’s manageable. By the end of
elementary school, they’re the top kids on the block.
• Middle School (Junior High) - in a course of 3 months (summertime), youth go back
to the starting gate as they enter middle school. Everything is bigger and more
complicated – more students, more teachers, more rules and expectations, more
choices, more opportunities, more responsibilities, more, more, more.
There’s a new and previously unknown pressures to perform and succeed. And young
people’s relationships start changing – parents, family and peers.
MIDDLE ADOLESCENCE
The quintessential time of adolescence - this is the stage that many of adults think of they
think “adolescent.”
Time of refinement and testing - Youth have already experienced the first changes of
adolescence. They’ve experienced significant changes in their bodies, brains, friends, and
made the transition into a new school setting. They continue to experience these changes but
now have experience from which to draw. So they go deeper in adapting, understanding,
accepting these changes. They use this time to take these changes forward and test them out,
to see what they mean, how they can be managed, how people will react to them, how they
will react to themselves. Testing is a normal part of development.
LATE ADOLESCENCE/YOUNG ADULTHOOD
Time of life when nothing is normative. Again, everything changes – where they live, how
they spend their time, who they spend their time with, decisions they make. As such, this is
a time of frequent change and exploration.
Our culture does not give most youth clear markers or rites of passage as to when they’ve
entered adulthood. As a result, young people are not sure themselves – therefore, this is an
age of “Feeling In-Between.” A survey of youth age 18-25 asked the question, “Do you feel
that you have reached adulthood?” 60% responded “yes and no” based on the criteria they
considered to be most important for becoming an adult: accepting responsibility for myself;
making independent decisions; and becoming financially independent. (Arnett JJ. (2000).
Emerging adulthood: A theory of development from late teens through the twenties. American
Psychologist, 55(5), 469-480)
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The Experience of Adolescence
Development as a “Roller Coaster Ride.”
The experience of going through the developmental changes of adolescence and young
adulthood is much like that of a roller coaster ride:
• Anticipation - you know you’re going somewhere fun but scary.
• Out of control - you’re along for the ride; there’s not much you can do to control it.
• There are lots of ups and downs but also times of calm before the next turn or drop.
• You know you’re riding with others but feel really focused in on yourself.
“Detailed Picture” of Adolescent and Young Adult Development
Life Questions
During adolescence and young adulthood, youth answer 3 life questions:
1. Who am I?
2. How (and where) do I fit in?
3. Where am I going?
Developmental Tasks
To answer these questions, youth work through and accomplish developmental tasks - tasks
that will help them be successful in adolescence and enter adulthood prepared. It’s easy to
understand these tasks in 4 groups:
Tasks focused on the physically changing body
1. Adjust to physical sense of self
2. Adjust to sexually maturing body/feelings
Tasks focused on a changing sense of self (figuring out who they are)
3. Develop/apply abstract thinking skills
4. Define personal sense of identity
5. Adopt personal values system
Tasks focused on changing relationships
6. Renegotiate relationship with parents
7. Develop stable peer relationships
Tasks focused on changing roles and how they fit into the world around them.
8. Meet demands of mature roles/responsibilities
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PHYSCIALLY CHANGING BODY
Task 1: Adjust to a new physical sense of self
OVERVIEW:
Most of these changes occur in:
• Early Adolescence and
• Early parts of Middle Adolescence
• Although some young men can keep growing into Late Adolescence/Young
Adulthood
These are BIG changes that happen relatively quickly.
These changes are out of a young person’s control – they just happen.
Young people grow at varying rates and ways - so youth are often out of sync with peers.
IMPACT:
1. Because these changes are totally out of
their control, youth often feel chaotic,
unbalanced, off kilter.
2. Young people are tired. They’re really
not lazy! This is why they need more
sleep.
3. Peers are used as their comparison
standard – but young people are often
out of sync with peers. The result - an
intense concern about body image and
self-focus.
• Why do I look so different than my
friends?
• Worries about being normal
4. Another result – youth begin to desire
and demand privacy.
Early maturing girls:
• Higher risk for depression,
substance abuse, disruptive
behaviors, eating disorders.
Early maturing boys:
• Higher risk for sexual activity,
smoking, delinquency.
Late maturing boys:
• Higher risk for depression,
conflict with parents, school
problems.
American Psychological Association. (2002)
Developing Adolescents: A reference for professionals.
Task 2: Adjust to sexually maturing body
OVERVIEW:
Young people work on refining their sense of their sexual identity in response to their
physically changing body.
• Changing sense of masculinity, femininity.
• Changes in how they look at themselves.
• Changes in how other people react to them.
• Adopting values about sexual behavior – What does it mean to be sexual? What are
my values about my sexual behavior? What should I do and with whom?
• Developing skills for romantic relationships.
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IMPACT:
Experimentation (sexual behaviors, language, ways of presenting/expressing themselves).
Dating
Early Adolescents: Dating tends to be done through or in relationship to peer groups.
Middle Adolescents: Relationships change frequently; dating as couples; figuring out how to be
in a relationship.
Late Adolescents/Young Adults: Serious relationships or more serious about what they want in
regards to relationships. Among 20-24 year olds:
• 35% in non-residential romantic relationship
• 24% not in a relationship
• 20% in cohabitating relationship
• 21% married
Majority regard love, fidelity and lifelong commitment as very important to a successful
relationship.
(Child Trends Research Brief. (July 2009). Young Adult Attitudes About Relationships and Marriage: Times May Have Changed, But
Expectations Remain High).
Brain development
Teenage Brain… is not just an adult brain with fewer miles on it. It’s a
paradoxical time of development. These are people with very sharp brains,
but they’re not quite sure what to do with them. ~ Frances E. Jensen
OVERVIEW:
According to current science, huge brain growth occurs at 2 times in life:
1st few years of life.
In a baby, the brain over-produces brain cells and connections between these cells and
then starts pruning the connections back around the age of three. The process is much
like the pruning of a tree. By cutting back weak branches, others flourish. Brain is 95% of
adult size by age 6.
Adolescence
Starting at puberty and throughout adolescence, the 2nd wave of growth occurs in
multiple parts of the brain – all at different rates. This includes over production of brain
cells along with a pruning process. These changes improve the brain’s ability to
efficiently transfer information between different regions of the brain. This integration
across the brain undergirds the development of skills such as impulse control.
Although young children can control their impulses, with age and brain development
comes the ability to consistently use these skills.
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The prefrontal cortex of the brain (the part of the brain that sits just behind the forehead)
changes. This is important because it acts as the CEO of the brain to manage:
• Planning
• Strategizing
As the prefrontal cortex matures, teenagers can:
• Judgment
• Reason better.
• Working memory
• Develop more control over impulses.
• Organization
• Make better judgments.
• Regulating moods
• Managing impulses.
IMPACT:
All this brain development can have noticeable effects on adolescent behavior:
• Preference for physical activity.
• Preference for high excitement and low effort activities.
• Challenges in holding back or controlling emotions.
• Inconsistent skills in planning and reasoning.
• More risky, impulsive behaviors.
This doesn’t mean that young people can never control their emotions, always opt for high
excitement, always make bad decisions or always act impulsively. It means, their brain is not
yet wired to do these functions routinely and consistently. As their brains develop, they gain
the ability to do these executive functions more routinely.
This brain development may also explain why teens often seem so maddeningly selfcentered. It’s easy to think of them as surly, rude, selfish people. Actually, it’s normal given
their developmental stage. They aren't yet at that place where they're thinking about — or
capable, necessarily, of thinking about the effects of their behavior on other people. That
requires insight. And insight requires a fully connected frontal lobe.
TAKE HOME MESSAGE
• Young people need practice using their
Parent’s guide to the teen brain
brains. Kids who “exercise” their brains by
(Partnership for a Drug-free America)
learning to order their thoughts, analyze
http://teenbrain.drugfree.org
situations, make decisions, grapple with
abstract concepts, explore their values, control their impulses are laying the neural
foundations that will serve them for the rest of their lives.
• Young people need guidance and opportunities to “try out” their developing brain
capacity. It’s our role to help kids practice their executive function thinking. Think of how
we help little children with new skills – like learning to walk. Do we expect them to be
proficient at walking once they take their first step? No, we know that it takes practice and a
safe environment. So, we move tables with sharp corners and close off areas with open
stairs. We provide a supportive hand or help to scoot around couches and chairs. We walk
with them. Youth need the same kind of supportive environments and assistance.
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• Encourage and support teens to take healthy risks. Not only will participation in
constructive activities - such as athletics or the arts - help then form positive lifestyle habits,
it will help brain development as well.
Task 3: Develop and apply abstract thinking skills
OVERVIEW:
Youth move from concrete thinking of childhood to abstract thought. With this change,
young people are increasingly able to:
• Understand and grapple with things that cannot be seen, heard, or touched (abstract
ideas). Topics such as faith, love, trust, beliefs, peace, racism, as well as higher
mathematics.
• Think about possibilities - thinking about multiple options and possibilities pondering things hypothetically (the age-old “what if…?” questions), and following a
logical thought process.
• Think ahead.
• Think about thinking – the ability to consider how they feel and what they are
thinking; also involves being able to think about how one is perceived by others.
• Take another’s perspective. This is an evolving ability that moves from:
1. There is only one perspective - mine (concrete thinker/early abstract thinker).
2. There are two perspectives - yours, and mine but I can only think about mine.
(some skills in abstract thought).
3. There are multiple perspectives and I can think about all of them (full abstract
thought).
Adolescents are theoretical thinkers.
• They are increasingly able to make abstract assumptions about the way things work
– relationships, expectations from teachers, their role on a sports team –
• But they don’t have a rich array of experiences within which to ground these
assumptions. As a result, they test these assumptions in the real world through trial
and experimentation. They gather together “tested knowledge” which helps them
define their beliefs about how the world works and how they should position
themselves within it.
• Understood this way, the testing behaviors often called “adolescent rebelliousness”
are really an important part of young people figuring out who they are.
TAKE HOME MESSAGE
Just like brain development, youth need repeated and ongoing opportunities to practice
abstract thinking.
A young person’s physical development is not an indicator of their ability to think
abstractly. These two tasks are often not in sync with each other. Just because an adolescent
looks physically mature (think of youth who mature early) does not mean they are advanced
in their abstract thought. Adults often get mixed up on this point.
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Task 4: Define and refine a personal sense of identity
OVERVIEW:
Young people come into adolescence with a sense of identity. They start with identities
clearly tied to the adults around them (usually parents/caregivers). As they age, they begin
to question who they are as: 1) an individual - figuring out what they think of themselves;
and 2) a person connected to others - figuring out how they want to portray themselves to
others. They do this by trying on “new hats” (experimentation with things like clothing,
beliefs, cultural practices, music, foods, religions, vocations, sleeping schedules, peer choices,
academic work, participation in activities, social issues, etc.).
They work on figuring this out by answering questions such as: Who am I? Am I normal?
How or where do I fit in? Am I lovable and loving? What are my strengths?
IMPACT:
Identity development is a lot like the “great unknown” – it can feel very overwhelming and
chaotic to young people, especially younger youth who are still working hard on their brain
development. They need adults who can give them some boundaries to bump up against and
feel safe within (even thought they may not say they like this) and adults with whom they
can think things through.
CHANGING SENSES OF SELF
Task 5: Adopt a personal value system
OVERVIEW:
Young people explore and grow their sense of personal values – what they believe in, stand
for, what guides their lives. This task is all about a desire for meaning or wanting to know
the “whys” of life and not just the “hows”.
Most youth have a tremendous desire to know why events are happening to them. In fact,
when teens are empowered with meaning and understand the “whys” of life, they are more
able to negotiate the “hows” and the many challenges that life presents.
This goes hand and glove with identity and cognitive development. Just like everything else,
young people come into adolescence surrounded by a value system – from their
families/caregivers, their community, culture, etc. Adolescence is the time (like the idea of the
backpack) to take these values out, try them on, turn them around, question them, see what
fits, what makes sense.
They learn to understand these values differently than when they were children. In then end,
they need to decide what fits for them and what they will live their lives by. Therefore, it’s a
time of questioning and refining personal beliefs and values.
!
22
Task 6: Develop stable and productive peer relationships
OVERVIEW:
Adolescence is a time when peers play an increasingly important role in the lives of youth. In
many ways, these friendships are an essential component of development.
Friendships change - develop friendships that are more complex, exclusive, intimate,
intimate, and more constant than in earlier years. Often have multiple friends and belong to
multiple groups. Teens begin to develop the capacity for very close, intimate, and deep
friendships.
Types of relationships change. Youth often have multiple friends and belong to multiple
groups. Emergence of peer “crowds” and cliques. Romantic relationships.
Peers become a stronger influence on self-concept.
Teens spend more time with their peers than ever before and with less adult supervision.
The peer group provides an opportunity for adolescents to:
• Explore their identity and understand who they are.
• Learn how to interact with and relate to others.
• Find acceptance and a sense of belonging.
• Have a safe place to try out new beliefs, roles and behaviors.
• Have fun, provide excitement.
• Practice communication and other social skills (problem-solving, relationship skills).
“The young always have the same problem - how to rebel and conform at the same time.
They have now solved this by defying their parents and copying one another.”
~Quentin Crisp, English writer
IMPACT:
Young people with close and supportive peer relationships tend to be:
• More socially competent.
• Better sense of self-worth.
• Emotionally healthier.
• More motivated and active in school.
• Less involved in behavioral problems.
Quality of peer relationships in childhood and adolescence may be one of the most important
indicators of future psychological health (Hall-Lande JA, Eisenberg ME, Christenson SL, Neumark-Sztainer D.
(Summer 2007). Social isolation, psychological health, and protective factors in adolescence. Adolescence. 42(166): 265-86).
!
23
Peer influence is complex:
• Peer influence can be both positive and negative.
• Teens tend to choose friends and peers who are similar to them. Youth are not passive
recipients of influence from others. Those who become friends tend to already have a
lot of things in common. So while it seems that teens and their friends become very
similar to each other through peer influence, much of that similarity was present to
begin with.
• Teens who are socially isolated or lack good social skills are at risk.
• Adolescent risk taking is more likely to occur in the presence of peers (as compared to
adults).
Task 7: Renegotiate relationship with parents
OVERVIEW:
Young people grow and change in their relationship with parents or caregivers. The
hallmarks of this change: 1) separating from parents; 2) redefining relationship with parents.
The goal is not independence from parents – but a refined, interdependent relationship.
Hopefully, when it’s all done, they still have a great relationship with their parents, just a
different one.
IMPACT:
Teens want space but still need for parents – this is a conflict that’s challenging for youth.
Teens are embarrassed by parents. This is a normal and sign of development.
Parent-adolescent conflict tends to increase. Necessary part of gaining independence from
parents while learning new ways of staying connected to them.
• Interestingly, spontaneous conflict that occurs on a day-to-day basis seems to be more
distressing to parents than adolescents; parents often give greater meaning to these
conflicts (rejection of values, indicator of failure as parent) while teens may see the
interaction as far less significant – just another way of showing parents they are
individuals, way of blowing off steam.
TAKE HOME MESSAGE
A caring, supportive relationship with parents/caregivers is important.
• Regardless of family form, a strong sense of bonding, closeness, and attachment to
family has been found to be associated with better emotional development, better
school performance, and engagement in fewer high-risk activities, such as drug use.
As much as young people push away from parents, they need them more than ever. Parental
influence is still strong, just different. Parents also need to adjust how they parent to adapt to
their changing child.
!
24
CHANGING ROLES
Task 8: Meet the demands of mature roles and relationships
OVERVIEW:
Young people figure out how to successfully take on the new roles and expectations of them
as they move into adulthood. Adolescents gradually take on new roles and responsibilities as they do, they develop skills to manage these roles.
• Education
• Employment / work
• Relationship/commitment
• Citizenship.
Summing up Adolescent/Young Adult Development
“Many children grow through adolescence with no ripples whatever and land smoothly
and predictably in the adult world with both feet on the ground. Some who have stumbled
and bumbled through childhood suddenly burst into bloom. Most shake, steady
themselves, zigzag, fight, retreat, pick up, take new bearings, and finally find their own
true balance.”
- Stella Chess (20th century), psychiatrist; and Jane Whitbread (20th century), writer.
It’s our role as adults to help young people transition through their developmental changes.
Adults need to:
1. Understand the developmental process - how it impacts young people, what
they do and how they grow.
2. Act as the coaches, mentors, and guides for young people to make sure they have
what they need to succeed.
!
25
Understanding Adolescence Seeing Through A Developmental Lens
Developmental Tasks and Attributes of
Early Adolescence (Ages 10 – 14 years)
Adjust to new
physical sense of self
Adjust to a sexually
maturing body and feelings
Young adolescents experience rapid and
profound physical changes triggered by
hormones acting on different parts of their
body.
With the significant changes in adolescence,
youth must adapt sexually and establish a
sense of sexual identity. This includes
incorporating a personal sense of masculinity
or femininity into one’s personal identity;
establishing values about sexual behavior;
and developing skills for romantic
relationships.
n
Rapid physical growth and body
changes (including sexual maturation).
n
Uneven growth of bones, muscles, and
organs can result in awkward appearance.
n
Often tired.
n
Intense concern with body image given
rapid physical changes; may be self
conscious about growth.
n
n
Peers are often used as standard for
normal.
Worries about being normal.
n
Girls develop earlier than boys.
n
Shyness, blushing and modesty.
n
Greater interest in privacy.
n
Emerging sexual feelings and exploration.
n
Experimentation with body (masturbation).
n
Worries about being normal.
n
Opposite sex contact done in groups.
Physical Growth & Puberty
Growth starts
(average)
Males
Females
Age 14
(range 12–16)
Age 12
(range 10–14)
4.1”
3.5”
Age 11–12
(range 9–14)
Age 10–11
(range 8–13)
1 year height change
during growth spurt
(average)
Puberty starts
(average)
Length of Puberty
(average)
Progression
of changes
3–4 years
4–5 years
n
Growth of testicles and penis;
n
First ejaculation (average age
13-14; range of ages 12-16);
n
Hair growth in pubic area
and armpits;
n
Muscle growth, voice deepens,
acne and facial hair develop.
n
Breast development;
n
Hair growth in pubic
area and armpits;
n
Acne;
n
Menstruation (starts
average age of 12-13; range
of ages 10-16).
Brain Development
Although scientists have documented
brain development in adolescence
and young adulthood, they are less
sure about what it means for
changes in cognitive development,
behavior, intelligence, and capacity
to learn.
By age 6 (on average), a young
person’s brain is 95% of adult size.
However, the brain continues to
physically develop in the teen years
and even into the 20s with a second
growth spurt of gray matter
(peaking at age 11 for girls and 12
for boys) followed by a “pruning”
process in which connections
among neurons in the brain that are
not used wither away and those
that are used remain.
The front part of the brain,
responsible for functions such as
complex reasoning, problemsolving, thinking ahead, prioritizing,
long-term planning, self-evaluation
and regulation of emotion, begins
to develop in early adolescence with
a final developmental push starting
at age 16 or 17. It is not that these
tasks cannot be done before young
adulthood, but rather that it takes
more effort and requires practice.
Gender Differences & Similarities
Males
n Physical growth spurt begins 1-2 years after
girls and accelerates more slowly.
n Continue to grow for about 6 years after
1st visible changes of puberty.
n Physical development continues 3-4 years
after most girls; may not finish until age 21.
Females
n Begin the process of physical growth and
puberty about 1-2 years earlier than boys.
n Attain adult height and reproductive
maturity about 4 years after the 1st physical
changes of puberty appear.
Both
n Girls and boys are both entering puberty
at earlier ages than ever.
n There is a wide range of normal.
n Physical maturation has little correlation
with cognitive development (e.g. youth that
look physically older do not necessarily
have higher levels of cognitive ability).
26
Develop and apply
abstract thinking skills
Adolescents experience significant changes in
their capacity to think. In changing from
concrete to abstract thought they are
increasingly able to understand and grapple
with abstract ideas, think about possibilities,
think ahead, think about thinking, and “put
themselves in another person’s shoes.”
In general, this changes their ability to think
about themselves, others and the world
around them.
This is a gradual process that spans
adolescence and young adulthood. For
example, early in the process youth are
limited in their ability to hold more than one
point of view – understanding something
from one perspective but not another.
n
Concrete thinking dominates (“here and
now”) with limited ability to extend logic
to abstract concepts.
n
n
Identity is influenced by relationships with
family members, teachers, and increasingly
by peers.
Worries about being normal; peers are the
standard for normal.
n
They often magnify their own problems:
“No one understands.”
n
Daydreaming.
n
Imaginary audience.
n
Reject things of childhood.
Adopt a personal
value system
Adolescents develop a more complex
understanding of moral behavior and
underlying principles of justice. They question
and assess beliefs from childhood and
restructure these beliefs into a personal
ideology (e.g. more personally meaningful
values, religious views, and belief systems to
guide decisions and behavior).
n
Disdain for imaginative and illogical
thinking of early childhood.
n
Begin to question and try out value
systems.
n
Understanding of cause and effect
relationships is underdeveloped.
n
n
Gradual development of the ability to
apply what they’ve learned (learned
concepts) to new tasks.
Move from thinking in terms of "What's in
it for me" fairness (e.g., if you did this for
me, I would do that for you), to wanting to
gain social approval and live up to the
expectations of people close to them-"golden rule" morality. As they become
able to take the perspective of others, they
may place the needs of others over their
own self-interest.
n
Frequent interest in learning life skills
(cooking, fixing things, etc.) from adults
at home and elsewhere.
Define a personal
sense of identity
Adolescents move from identifying
themselves as an extension of their parents
(childhood) to recognizing their uniqueness
and separation from parents. They develop a
sense of self as an individual and as a person
connected to valuable people and groups.
They refine their sense of identity around
issues such as gender, physical attributes,
sexuality, ethnicity. They explore issues such
as Who am I? How do I fit in? Am I loveable
and loving? How am I competent?
One result of this is experimentation with
different, temporary “identities” by means
of alternative styles of dress, jewelry, music,
hair, manner, and lifestyle. Teens may
struggle to identify a true self amid seeming
contradictions in the way they feel and
behave in different situations, and with
different levels of thought and understanding.
Renegotiate relationship
with parents/caregivers
Adolescents negotiate a change in
relationship with parents that begins to
balance autonomy (independence) with
connection. Overall, the adolescent’s task is
one of separating in some ways, while
maintaining and redefining connections in
others, in order to make room for a more
adult relationship that meets cultural
expectations and provides necessary support.
n
Argumentative — often challenge parents.
n
Youth still tend to be closely attached to
parental figures.
n
Parents commonly make most decisions
affecting their early teen; youth become
more involved in these decisions as they
get older.
n
Parents’ listening skills become increasingly
important.
Develop stable and
productive peer relationships
Peer relationships change during adolescence
to provide youth with more support and
connections as they spend less time with
adults and in supervised activity.
Peer relationships often compete with
parents and schools in influence on teen’s
attitudes and behaviors. As networks with
peers broaden, peer relationships become
deeper and play an increasing role in shaping
an individual teen’s self-concept and
interaction.
Adolescents experience three transformations
in peer relationships:
1. Reorientation of friendships from activitybased relationships of childhood to more
stable, affectively oriented friendships
based on idea and value sharing.
2. Growth of romantic and sexually oriented
relationships.
3. Emergence of peer “crowds.”
Throughout adolescence, friendships become
more stable, intimate and supportive; they
provide a cornerstone for learning about
adult relationships.
n
Increasing influence and connection to
peers.
n
Youth begin to choose friendships based
on affective characteristics (loyalty, trust,
willingness to share confidences) rather
than shared interests and activities.
n
Same-sex friends and group activities.
n
Beginning tendency for youth to label or
group peers (e.g. cliques).
n
Fear of rejection.
Meet demands of
increasing mature roles
and responsibilities
Adolescents gradually take on the roles
expected of them in adulthood. They learn
the skills necessary for these roles and
manage the multiple demands of the labor
market as well as meet expectations
regarding commitment to family, community
and citizenship.
n
Mostly interested in the present and
near future.
n
Vocational goals change frequently.
This synthesis of adolescent development research was
compiled by K. Teipel of the State Adolescent Health
Resource Center, Konopka Institute, University of Minnesota.
State Adolescent Health Resource Center is funded through Cooperative Agreement #U93 MC 00163-01 from the Maternal Child and Health Bureau - Health,
Resources and Services Administration, Department of Health and Human Services.
2
27
Middle Adolescence (Ages 15 – 17 years)
Adjust to new
Young adolescents experience rapid and
profound physical changes triggered by
body.
relationships.
n
Continuing physical and sexual changes.
n
Concern with appearance and body.
n
Often feel strange about their self and their
body.
n
Sexual drives emerge.
Brain Development
n
Excessive physical activity alternating with
lethargy.
n
Begin to explore their ability to date and
attract a partner.
n
Appetite increases during growth spurts
and decreases markedly between them.
n
Concerns about sexual attractiveness.
n
n
Increased need for sleep.
Frequently changing relationships.
n
Feelings of love and passion.
Although scientists have documented
brain development in adolescence
and young adulthood, they are less
sure about what it means for
changes in cognitive development,
behavior, intelligence, and capacity
to learn.
Physical Growth & Puberty
Growth starts
(average)
Males
Females
Age 14
(range 12–16)
Age 12
(range 10–14)
4.1”
3.5”
Age 11–12
(range 9–14)
Age 10–11
(range 8–13)
1 year height change
during growth spurt
(average)
Puberty starts
(average)
Length of Puberty
(average)
Progression
of changes
3–4 years
4–5 years
n
Growth of testicles and penis;
n
First ejaculation (average age
13-14; range of ages 12-16);
n
Hair growth in pubic area
and armpits;
n
Muscle growth, voice deepens,
acne and facial hair develop.
n
Breast development;
n
Hair growth in pubic
area and armpits;
n
Acne;
n
Menstruation (starts
average age of 12-13; range
of ages 10-16).
By age 6 (on average), a young
person’s brain is 95% of adult size.
However, the brain continues to
physically develop in the teen years
and even into the 20s with a second
growth spurt of gray matter
(peaking at age 11 for girls and 12
for boys) followed by a “pruning”
process in which connections
among neurons in the brain that are
not used wither away and those
The front part of the brain,
responsible for functions such as
complex reasoning, problemsolving, thinking ahead, prioritizing,
long-term planning, self-evaluation
and regulation of emotion, begins
to develop in early adolescence with
a final developmental push starting
at age 16 or 17. It is not that these
tasks cannot be done before young
adulthood, but rather that it takes
more effort and requires practice.
Gender Differences & Similarities
Males
n Physical growth spurt begins 1-2 years after
girls and accelerates more slowly.
n Continue to grow for about 6 years after
1st visible changes of puberty.
n Physical development continues 3-4 years
after most girls; may not finish until age 21.
Females
n Begin the process of physical growth and
puberty about 1-2 years earlier than boys.
n Attain adult height and reproductive
maturity about 4 years after the 1st physical
changes of puberty appear.
Both
n Girls and boys are both entering puberty
at earlier ages than ever.
n There is a wide range of normal.
n Physical maturation has little correlation
with cognitive development (e.g. youth that
look physically older do not necessarily
have higher levels of cognitive ability).
28
Develop and apply
around them.
n
Growth in abstract thought; developing
new thinking skills, such as thinking more
about possibilities, thinking more about the
process of thinking itself, thinking in
multiple dimensions, and seeing things as
relative rather than absolute.
n
Cause-effect relationships are better
understood.
n
Practicing new thinking skills through
humor and by arguing with parents and
others.
n
n
Focused on examining their inner
experiences (may include journaling, etc.).
n
Continuing egocentrism. Often believes self
to be invulnerable to negative events.
Adopt a personal
value system
n
Development of ideals and selection of role
models.
n
Interest in moral reasoning.
n
Increasingly able to take the perspective of
others into account with their own
perspective.
n
n
In addition to concern about gaining social
approval, morals begin to be based on
respect for the social order and agreements
between people: "law and order" morality.
Begins to question social conventions and
re-examine personal values and
moral/ethical principles, sometimes
resulting in conflicts with parents.
Reverts to concrete thought under stress.
Define a personal
sense of identity
n
Very self-absorbed.
n
Self-involvement alternates between
unrealistically high expectations and poor
self-concept.
n
Complaints that parents interfere with
independence.
n
Conflict with family predominates due to
ambivalence about emerging
independence.
n
Periods of sadness as the psychological loss
of parents takes place.
Develop stable and
productive peer relationships
Peer relationships often compete with
parents and schools in influence on teen’s
attitudes and behaviors. As networks with
peers broaden, peer relationships become
deeper and play an increasing role in shaping
an individual teen’s self-concept and
interaction.
relationships.
provide a cornerstone for learning about
adult relationships.
n
Strong emphasis of the peer group.
n
Strong peer alliances – fad behaviors.
n
Increasing interest and involvement in
opposite-sex relationships and friendships.
n
Increasing tendency for youth to label or
group peers (e.g. cliques).
Meet demands of
market as well as meet expectations
regarding commitment to family, community
and citizenship.
n
Intellectual interests gain importance.
n
Greater capacity for setting goals.
n
Experience with short-term, part-time jobs.
The State Adolescent Health Resource Center is funded through Cooperative Agreement #U93 MC 0016301 from the Maternal Child and Health Bureau, Health Resources and Services Administration,
Department of Health and Human Services.
2
29
Late Adolescence/Young Adulthood (Ages 18 – 24 years)
This is a time of life when very little is normative. It is a period of frequent change
and exploration that covers many aspects of their life: home, family, work, school,
resources, and role.
What is “normal”
for a young adult?
The process of becoming an adult is more gradual and varied today than in the
past. Young people take longer to achieve economic and psychological autonomy
and early adulthood experiences vary greatly by gender, race and ethnicity, and
social class.
Where do they live?
Who do they live with?
In school?
Adjust to new
While young adolescents experience rapid
and profound physical changes triggered by
body, physical and sexual body changes are
primarily complete.
n
n
While most physical development is
complete, young men may continue to
physically grow until age 21.
Greater acceptance of physical appearance.
relationships.
n
Clear sexual identity.
n
Concerned with serious relationships and
their potential for emotional and physical
intimacy (What kind of person am I? What
kind of person would suit me best as a
partner?).
n
n
Working?
Serious intimate relationships begin to
develop. Majority regard love, fidelity and
lifelong commitment as very important to a
successful relationship.
Working and in school?
In-between school and work?
Most are sexually experienced.
Unemployed?
Close to parents?
Develop and apply
Parenting?
Spouse or partner?
Community member?
Tax-payer?
Voter?
Citizen?
around them.
n
considering many possibilities and logical
outcomes of possible events.
n
Able to hold and manipulate clusters of
abstract ideas and create systems for
organizing abstract thoughts.
n
Greater ability to consider different points
of view at the same time can result in
increased empathy and concern for others,
and new interest in societal issues for many.
It also allows youth to better value the
diversity of people (and their perspectives)
and appreciate that there may be many
right answers to a problem.
n
Philosophical and idealistic.
Capacity for abstract thought becomes
established; can think abstractly and
hypothetically; can discern the underlying
principles and apply them to new
situations; and can think about the future,
Brain Development
Although scientists have documented brain
development in adolescence and young
adulthood, they are less sure about what it
means for changes in cognitive
development, behavior, intelligence, and
capacity to learn.
By age 6 (on average), a young person’s
brain is 95% of adult size. However, the
brain continues to physically develop in the
teen years and even into the 20s with a
second growth spurt of gray matter
(peaking at age 11 for girls and 12 for boys)
followed by a “pruning” process in which
connections among neurons in the brain
that are not used wither away and those
The front part of the brain, responsible for
functions such as complex reasoning,
problem-solving, thinking ahead,
prioritizing, long-term planning, selfevaluation and regulation of emotion,
begins to develop in early adolescence with
a final developmental push starting at age
16 or 17. It is not that these tasks cannot be
done before young adulthood, but rather
that it takes more effort and requires
practice.
30
Define a personal
sense of identity
n
n
Firmer sense of identity, although still a
time of identity exploration (especially in
areas of personal relationships, education,
work, family).
Age of feeling in-between – see themselves
as neither an adolescent nor an adult .
Adopt a personal
value system
n
Decisions and values are less influenced by
peers.
n
Able to see multiple viewpoints, value the
diversity of people and perspectives and
appreciate that there can be many right
answers to a problem.
n
Identify values and viewpoints that work for
oneself while respecting viewpoints/values
of others
n
Improved ability to see parents as
individuals and take their perspectives
into account.
n
Conflicts with parents often decrease
with age.
n
Renegotiation in parent-child roles,
especially for those who live at home
(nearly half of all U.S. young adults in their
late teens and early twenties still live with
their parents). This is important as
residential change is highest in late
adolescent/young adulthood than any
other age group (young people living at
home, moving out and living independently
or with peers/partners, moving back home,
etc).
provide a cornerstone for learning about adult
relationships.
n
Relate to individual peers more than to
peer group.
n
More mature style of peer relationships
(stability, intimacy and supportiveness).
n
Increasingly more balance between the
influence of family and peers on the young
person.
Meet demands of
market as well as meet expectations regarding
commitment to family, community and
citizenship.
n
Stable interests.
n
Ability to compromise.
n
Self-reliance.
n
Greater concern for others.
Develop stable and productive
peer relationships
n
Higher level of concern for the future.
n
Thoughts about one’s role in life.
n
Transition to work, college, independent
living. Participation in college education in
young adulthood is nonlinear – frequently
combined with work and periods of nonattendance in school.
n
Youth in general remain in school longer
and marry later, but those from lessadvantaged households find it harder to
adhere to an orderly and predictable
sequence of education, full-time
employment, home-leaving, cohabitation or
marriage, and parenthood.
n
Work experiences become more focused
on laying foundation for adult occupation
Peer relationships often compete with parents
and schools in influence on teen’s attitudes
and behaviors. As networks with peers
broaden, peer relationships become deeper
and play an increasing role in shaping an
individual teen’s self-concept and interaction.
relationships.
The State Adolescent Health Resource Center is funded through Cooperative Agreement #U93 MC 00163-01 from the Maternal Child and Health Bureau – Health
Resources and Services Administration, Department of Health and Human Services.
2
31
Four Major Questions Facing Adolescents
The growth of one's intellect from concrete to abstract thinking makes adolescence an intense time of selfdiscovery. In their quest to define themselves and their relationship to the world, adolescents begin to ask
themselves four basic abstract questions:
Who am I?
(Pertaining to his or her sexuality and social roles)
Am I normal?
(Do I fit in with a certain crowd?)
Am I competent?
(Am I good at something that is valued by peers and parents?)
Am I affectionate?
(Do treat me and do I treat others in a caring way?)
Adults who work with adolescents need to recognize that these questions are quite central to the
concerns of adolescents and should give them a chance to explore their own beliefs and find their own
answers to these questions. Guidelines for assisting adolescents in their quest to answer each of these
questions follow below.
Question
Guidelines for Adults
Who am I?
Give them the freedom to explore their world. Only then can adolescents
begin to answer this question.
Give them room to be like their peers. Fitting in with peers helps adolescents
feel "normal."
Am I normal?
Monitor youth activities by using the four "W" questions:
•
•
•
•
Where are you going?
With whom are you going?
What are you doing?
When will you be home?
Assist adolescents with their problems and challenges but don’t solve them.
Am I competent?
Ask questions instead of telling, such as "What are things you could do?"
Guide but do not direct.
Am I affectionate?
Adolescents develop best when they have supportive families and
community life that include:
• Caring and mutual respect
• Serious and lasting interest of parents and other adults.
• Adult attention to the changes they are experiencing.
• Clear standards regarding discipline and close supervision.
• Communication of high expectations for achievement and ethical
behavior.
• Democratic ways of dealing with conflict.
32
10 Myths About Adolescence
1. Adolescence starts with the teenage years.
FACT: Adolescence begins with puberty, and puberty can begin as early as 8 or 9.
Hormonal changes associated with puberty can start a couple years before
physical changes.
2. Adolescents are bags of raging hormones.
FACT: While the secretion of sex hormones effects every tissue of the body
(including the brain), the effect is not as potent as most people believe and does
not make adolescents inherently difficult. Adult expectations and behavior
toward youth affect kids as much, if not more than, biology.
3. Adolescents are lazy and irresponsible.
FACT: Young people have an enormous desire to be useful and needed. They
seek tasks that challenge them and can make a difference.
4. Adolescents are vain and egotistical.
FACT: Adolescent is a time of physical, emotional, and cognitive growth
unmatched in the life cycle with the possible exception of infancy. What appears
to be vanity is often an attempt to understand one’s rapid development.
5. Adolescents are dangerous.
FACT: Adults are responsible for three-fourths of the recent increase in violent
crimes. Four out of five juveniles murdered were killed by adults, including
family members.
6. Adolescents are incapable of learning anything.
FACT: Adolescents develop the ability to think abstractly, reflectively and
critically. Young adolescents (age 10 – 15) enjoy a curiosity about the world
unmatched in the life cycle. Older youth develop the capacity for moral thought.
7. Adolescents take risks because they think they are invulnerable.
FACT: They take risks because they are supposed to. Exploration and risk taking,
inherent to the species, are means of testing and learning about themselves.
33
8. Adolescents are negatively influenced by peers.
FACT: Peers can often be beneficial. They listen, care, and encourage playfulness
and exploration. They can also contribute to a young person’s self-esteem and
desire for achievement.
9. Adolescents yearn to be independent of adults, particularly their parents.
FACT: Only a minority of teenagers engage in wholesale rebellion against their
parents. What most young people seek is not estrangement but a negotiated
interdependence.
10. Adolescents don’t need regular health care.
FACT: Young people today are adopting health patterns in adolescence that will
have serious repercussions in later life: smoking, overeating and not getting
enough exercise are examples.
Adapted form: Stepp, Laura Sessions.
“The Children’s Beat.” Casey Journalism Center for Children and Families
34
Insight on How Adolescents Think
Yes, it’s normal for adolescents to…
Argue for the sake of arguing.
Adolescents often go off on tangents, seeming to argue side issues for no apparent
reason; this can be highly frustrating to many adults. Keep in mind that, for
adolescents, exercising their new reasoning capabilities can be exhilarating, and
they need the opportunity to experiment with these new skills.
Jump to conclusions.
Adolescents, even with their newfound capacities for logical thinking, sometimes
jump to startling conclusions. However, an adolescent may be taking a risk in
staking out a position verbally, and what may seem brash may actually be bravado
to cover his or her anxiety. Instead of correcting their reasoning, give adolescents
the floor and simply listen. You build trust by being a good listener. Allow an
adolescent to save face by not correcting or arguing with faulty logic at every turn.
Try to find what is realistically positive in what is being said and reinforce that;
you may someday find yourself enjoying the intellectual stimulation of the
debates.
Be self-centered.
Adolescents can be very “me-centered.” It takes time to learn to take others’
perspectives into account; in fact, this is a skill that can be learned.
Constantly find fault in adult’s positions.
Adolescents’ newfound ability to think critically encourages them to look for
discrepancies, contradictions, or exceptions in what adults (in particular) say.
Sometimes they will be most openly questioning or critical of adults with whom
they feel especially safe. This can be quite a change to adjust to, particularly if you
take it personally or the youth idealized you in the past.
Be overly dramatic.
Everything seems to be a “big deal” to teens. For some adolescents, being overly
dramatic or exaggerating their opinions and behaviors simply comes with the
territory. Dramatic talk is usually best seen as a style of oration rather than an
indicator of possible extreme action, unless an adolescent’s history indicates
otherwise.
Developing Adolescents: A Reference for Professionals. (2002).
American Psychological Association. www.apa.org/pi/cyf/develop.pdf
35
Understanding teens’ new thinking skills…
 Teens enjoy practicing their budding enthusiasm for lively debate and for them,
conflicts may just be a way of expressing themselves. Adults, on the other hand,
tend to take arguments personally and might view them as intense and disruptive.
 Be patient when teens “test drive” their newly acquired reasoning skills and
encourage healthy, respectful debate by setting norms and parameters. Disrespect
should never be tolerated.
 Never correct or put down an adolescent’s logic; simply listen and acknowledge
their feelings. A better strategy is to ask them how they got to the thoughts or
conclusions they are expressing.
 Don’t take it personally when teens criticize adult opinions and behaviors. The
may challenge you, but they still need you.
 Unless a teen has a history of problem behavior, do not worry if he or she
demonstrates melodramatic tendencies.
 Remember, not every disagreement is a conflict.
Healthy Adolescent Development Guide. (2009).
Johns Hopkins Center for Adolescent Health
36
Tips for Talking with Adolescents
Engage adolescents with non-threatening questions.
Choosing only one or two questions at a given time, ask adolescents
questions that help them to define their identities. For example, whom do
you admire? What is it about that person that makes them admirable?
What do you like to do in your free time? What do you consider to be
your strengths? What are your hopes for the future? What have you done
in your life that you feel proud of (even if just a little)?
Listen non-judgmentally (and listen more than you speak).
This enable the adolescents to realize that you value his or her opinions
and thus to trust you more.
Ask open-ended questions.
Ask questions that require more than a yes or no response; this helps to
adolescent think through ideas and options.
Avoid “why’ questions.
“Why” questions tend to put people on the defensive. Try to rephrase
your questions to get at what the adolescent was thinking rather than the
reason for something the adolescent had said or done. For example,
instead of asking, “why did you say that?” say instead: “You seemed to
be really trying to get across a point when you did that. Can you tell me
about what you meant?”
Match the adolescent’s emotional state, unless it’s hostile.
If the adolescent seems enthusiastic or sad, let your responses reflect his
or her mood. Reflecting someone’s mood helps the individual feel
understood.
Casually model rational decision-making strategies.
Discuss how you once arrived at a decision. Explain, for example, how
you (or someone you know well) defined the problem, generated options,
anticipated positive and negative consequences, made the decision, and
evaluated the outcome. Keep in mind that the adolescent has a relatively
short attention span, so be brief. Choose a topic that is relevant to
adolescents (e.g., deciding how to deal with an interpersonal conflict,
identifying strategies for earning money for college).
Discuss ethical and moral problems that are in the news.
Encourage the adolescent to think through the issues out loud. Without
challenging his or her point of view, wonder aloud about how others
37
might differ in their perspective on the issue and what might influence
these differences
Developing Adolescents: A Reference for Professionals.
American Psychological Association. 2002. www.apa.org/pi/cyf/develop.pdf
38
LISTENING TO TEENS:
Communication Skills to Keep the Conversation Going
Mar 27, 2008 Susan Carney
http://www.suite101.com/content/listening-to-teens-a48921
Using good listening skills helps kids feel heard and encourages them to share their experience. Teens
commonly feel that no one understands or listens to them. There are several reasons for this, and many can
be attributed to poor communication between kids and adults. Though adults are usually well-intentioned, there
are things that they often do (or don’t do) in conversations with kids that have a negative impact on how
successful they are at making the teen feel “heard.” When talking with teens, try to keep these points in mind.
Be Patient
Kids may not be ready to spill their guts the first time you sit down to talk. Let them go at their own pace, and
don’t press them on issues they might not be ready to discuss. They are more likely to open up if they have the
freedom to share when they are ready.
Watch Your Body Language
Nonverbal communication is often even more powerful than spoken words. Check your posture, facial
expressions and gestures for the message they give. Are you focused on the conversation at hand or are you
distracted? Be sure to give a teen your full attention, or they will feel that their issue is unimportant to you.
Make eye contact and use cues like nodding to keep the conversation moving along.
Use Reflective Listening Skills
Periodically, paraphrase what you hear and offer it back to the teen to check for understanding. Summarize
both the content and the feelings underneath. Example: “It sounds like you’re saying you’ve been really mad
at your mom lately because she keeps disappointing you” or “You feel frustrated because your grades aren’t
where you would like them to be.” If the teen says, “Yes.” and keeps talking, you know you’re on the right track.
Conversely, they may say “No, that’s no it,” and restate the issue in a different way. Either way, communication
is enhanced.
Read on
Don’t Give Advice
This is often very challenging for adults who work with kids. The instinct to fix is so strong that it can be tough
to sit back bite your tongue when the solution seems so obvious. But chiming in too quickly with suggestions is
problematic for several reasons. First, you want to make sure that the teen has had the chance to fully express
and explore the issue first. Otherwise, they will feel rushed and unimportant. Offering a quick solution can also
have the unintended effect of minimizing dismissing the problem. In addition, the ultimate goal is for the teen to
come up with his or her own solutions.
Help Teach Problem Solving
Start with some questions: “What have you already tried to solve this problem? What have you done to solve
similar problems in the past?” The answers will give you a starting point from which to start brainstorming new
or adjusted ideas. Teach kids a problem-solving model which helps them evaluate possibilities and outcomes.
Using these techniques to pace and focus your conversation around the teen’s needs will help you be a better
listener, develop trust, and keep the conversations flowing.
39
What Young People Need to Thrive
Relationships with caring adults (adult connectedness).
Youth need opportunities to develop and strengthen connections to caring, supportive,
responsible adults, including parents, family members, and other adults. Young people
need healthy relationships with a circle of people who listen, provide high expectations,
support and guidance, provide positive role model.
Strategies: When working with youth, spend time strengthening your relationship
with them. Train staff and volunteers who work with youth in adolescent development,
how to listen to youth and the importance of building strong relationship with youth
clients.
Supportive relationships with parents (parent connectedness).
This is about strong bonds and relationships between youth and their parents or
caregivers. It includes relationships in which youth feel close to and supported by their
parents, perceive their parents care, feel loved and wanted, feel satisfaction with their
relationship.
Strategies: Conduct parent education programs for parents of pre-teens and teens to
build their parenting skills and supports. Develop informal opportunities for parents of
teens and emerging adults to share experiences with other parents. Provide parent
education (formal, informal) to build parenting skills and knowledge. Provide
opportunities in which parents can get to know and connect with other parents of
adolescents (building a support network). Provide opportunities for youth and parents to
have fun and/or work on projects together. Advocate for policies that support healthy
family development (economic, employment, housing, education, etc.)
Supportive peer network (peer connectedness).
A network of supportive, pro-social peers is a critical part of successful development. In
order to manage the changing relationships with peers in adolescents, young people need
opportunities to develop and sharpen social skills such as an ability to understand
emotions and practice self-discipline, work with others, develop decision-making and
problem-solving skills, and develop effective communication skills.
Strategies: Provide opportunities for young people to come together and have fun with
a wide array of peers (guided and supported by adults). Help young people who are
socially isolated to develop social bonds with peers. Provide opportunities for youth to
work together with adults and peers on leadership projects (in the community, at school,
faith organizations, youth programs, etc.).
40
Positive connections to school (school connectedness).
This refers to students’ beliefs that adults in their school care about them as students and
as individuals. It also involves young people surrounded by high expectations for
academic success, perceived support from school staff, and a safe school environment.
Strategies: Provide training for school staff and school policies/procedure
development that support staff to get to know and work with students as individuals, not
just vessels of learning (i.e. building supportive relationships between school staff and
students). Create school environments or school climates that are positive, safe,
welcoming and which youth are known by name. Provide opportunities for youth to act
as leaders in creating supportive, caring school environments. Provide fun opportunities
for students to be active at school. Develop policies and opportunities for parents to be
engaged in school. Provide supports for students during key educational transition times
(entry into junior/middle school, high school, new students regardless of grade, students
re-entering school following absences).
Supportive communities (community connectedness).
These are the communities that embrace, respect and value youth. For community
connectedness, the most influential factors are relations between adults and adolescents,
voice in the community, attitudes toward adolescents, and opportunities for youth to be
creatively and actively youth involved in their community.
Strategies: Train adults who work with and/or make decisions about youth in
adolescent/emerging adult development. Positively advocate for youth in community
settings in which youth issues are raised (for example - youth hanging out on street
corners). Say hello and engage youth in conversation wherever you encounter them
(bagging groceries at the grocery store, walking by your home, etc.). Advocate for and
provide opportunities for youth to act as leaders in community initiatives (community
clean-ups, strategic planning, resource evaluation, etc.). Train adults to work comfortably
as youth leaders in community initiatives.
Sense of spirituality (spiritual connectedness).
Spirituality refers to an internal process, such as spiritual well-being, support, and coping.
Spirituality has also been characterized as development and deepening of a sense of awe,
wonder, and mystery about the world and the universe. Young people need opportunities
to learn, explore and grow their sense of spirituality.
Strategies: Talk with youth about issues of spirituality – beliefs, practices, rituals. Visit
varying places of worship with you and discuss what they saw, liked, didn’t like, what it
meant to them. Encourage youth to read about spirituality and discuss what they learned.
Engage youth as leaders in faith communities (e.g. churches, synagogues, mosques).
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Opportunities to experiment in healthy ways.
Experimentation is the process by which adolescents “try on” new behaviors, beliefs and
values. Teens need opportunities to safely explore and experiment with their own identity,
with relationships to other people, with ideas. They’re supported to try out various roles
without having to commit themselves irrevocably. In addition, young people have the
opportunity to try out and discuss conflicting values in a process of defining a personal
value system and opportunities to reflect on themselves, in relation to others and discover
self by looking outward as well as inward.
Strategies: Work with youth to identify and offer opportunities for safe
experimentation (rock climbing, skate parks, other physical recreation, theater, music,
etc.). Talk with youth about their sense of identity (how it feels, what is strange, what is
comfortable). When a young person changes their outward appearance, ask them about it
in a non-judgmental way. Engage in friendly debates and discussions with youth about
social issues.
Opportunities for creativity and fun.
Young people need the opportunities to find what they’re interested in, passionate about,
gives them joy and sense of wellbeing. By tapping these areas, youth experience a sense of
mastery, purpose and fulfillment.
Strategies: Partner with youth to identify and offer opportunities for fun and
recreation. Work with youth to evaluate existing youth recreation programs- revised and
adapt as needed.
Opportunities for authentic participation (youth leadership).
This includes opportunities for leadership, for giving back to others and for participating
in a full range of community life. Through these opportunities youth learn valuable skills,
develop a sense of mastery. In addition, they develop a sense of citizenship, validation
that they belong and can make a difference.
Strategies: Teach youth leadership skills. Engage youth as leaders and advocates in
any youth, community, education or social issue/program. Teach adults how to work
with youth as youth leaders. Provide youth-driven service learning and volunteer
opportunities for youth (be sure to provide opportunities for these youth to process what
they’ve learned/gained from these experiences).
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Exposure the world of work.
Young people need exposure to the work world through opportunities such as career
training, volunteer community service and job experience. In addition, they need
opportunities for active learning where they can develop critical thinking and reasoning
skills that are needed in adult roles and responsibilities.
Strategies: Engage youth in service learning and volunteer opportunities (be sure to
provide opportunities for these youth to process what they’ve learned/gained from these
experiences). Incorporate youth career exploration opportunities in your program (or
partner with other organizations that provide these opportunities). Seek out and post
youth employment, internship and volunteer/service learning opportunities for youth to
see and explore. Work with businesses that employ youth and emerging adults to support
their efforts in building basic job skills.
Basic needs are met.
Young people need stability including food, shelter and physical and psychological safety.
Strategies: Advocate and ensure policies and programs that ensure safe communities,
adequate housing, adequate nutrition, mental health services, opportunities for recreation,
etc. Assess and ensure that all youth programs provide adequate structure and
supervision so that all youth feel safe, secure and included. Provide food at youth
gatherings. Partner with other organizations that provide basic services so that youth with
basic needs can find easy access to community resources.
Bernat DH and Resnick MD. (2009). Connectedness in the lives of adolescents. In Adolescent Health:
Understanding and Preventing Risk Behaviors. DiClemente RJ, Santelli JS and Crosby RA, Eds. pp. 375389. Josset-Bass: San Francisco, CA.
Catalano RF, Berglund ML, Ryan JAM, Lonczak HS and Hawkins JD. (2004). Positive Youth Development in
the United States: Research Findings on Evaluations of Positive Youth Development Programs. Annals of the
American Academy of Political and Social Science, Vol. 591(1), pp. 98-124.
ChildTrends (2000). Preventing Problems vs. Promoting the Positive: What Do We Want for Our
Children? Washington DC
Gambone MA, Klem AM and Connell JP. (2002). Finding Out What Matters for Youth: Testing Key Links
in a Community Action Framework for Youth Development. Youth Development Strategies, Inc., and
Institute for Research and Reform in Education: Philadelphia.
Hair EC, Jager J and Garrett SB. (2002). Helping Teens Develop Healthy Social Skills and Relationships:
What the Research Shows about Navigating Adolescence. ChildTrends: Washington DC.
Moore KA and Zaff JF. (2002). Building a Better Teenager: A Summary of “What Works” in Adolescent
Development. ChildTrends: Washington DC.
43
National Research Council and Institute of Medicine. (2002). Community Programs to Promote Youth
Development. Committee on Community-Level Programs for Youth. Jacquelynne Eccles and Jennifer
A.Gootman, eds. Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and
Education. Washington, DC: National Academy Press.
Scales PC and Leffert N. (2004). Developmental Assets: A Synthesis of the Scientific Research on
Adolescent Development (second edition). Search Institute: Minneapolis.
Search Institute. (2003). Unique Strengths, Shared Strengths: Developmental Assets Among Youth of
Color. Insights and Evidence Newsletter, Vol 1 (2).
Silloway T, Connors-Tadros L and Marchand V. (2009). A Guide To Effective Investments In Positive
Youth Development: Implications of Research for Financing and Sustaining Programs and Services for
Youth. The Finance Project: Washington DC.
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FACTORS ASSOCIATED WITH SCHOOL CONNECTEDNESS
THE SCHOOL
• School size mattered… classroom size did not.
• School type is not associated with connectedness… public, private, parochial.
• Location of school is not associated with connectedness… urban, suburban, rural.
TEACHERS
• Teacher experience was not associated with connectedness
SCHOOL CLIMATE
• The single strongest association with connectedness was school climate.
FRIENDSHIPS
• Integrated social groups are associated with greater connection (gender integration, racial
integration).
• The greater the number of friends from within the school as student has, the more
connected he/she is.
• The more socially isolated, the less connected.
• Where the “popular” kids are academically motivated, connectedness increases.
CHARACTERISTICS OF WELL-MANAGED SCHOOLS AND CLASSROOMS
1.
2.
3.
4.
5.
Expectations are clear for individual responsibility and conflict resolution.
Teachers consistently acknowledge all students.
Students are actively involved in classroom management.
Discipline is authoritative not authoritarian.
Social integration of students in structured.
TEACHERS: TEN STRATEGIES THAT FOSTER CONNECTIONS TO SCHOOL
1. Help students get to know each other’s (and your) strengths.
2. Involve students in planning, problem solving, identifying issues and assessing
curriculum in the classroom.
3. Promote cooperation over competition. Post everyone’s best work. Offer opportunities
for the class to work together to help everyone achieve their level of excellence.
4. Build strong relationship with each student.
5. Convey attentiveness to students and excitement about learning through nonverbal
gestures.
6. Involve students in chores and responsibilities in the classroom.
7. Integrate concepts of discipline and respect for classmates through instruction.
8. Give students more say in what they will learn.
9. Involve students in developing the criteria by which their work will be assessed and
provide guidelines so they clearly understand what’s expected of them.
10. Use first person plural (we, us, let’s) when presenting classroom activities.
Improving the Odds: Untapped power of schools to improve the health of teens Robert Blum, MD, Ph.D, Professor and Director Center for Adolescent Health and Development/ University of MN National Technical Assistance Meeting, Washington DC, August 2002 45
FACTORS ASSOCIATED WITH SCHOOL CONNECTEDNESS
ADMINISTRATORS: TEN STRATEGIES THAT FOSTER CONNECTIONS TO SCHOOL
1. Brainstorm with students, faculty, staff and parents simple changes that could make
school a more pleasant place to be.
2. Create policies that are based on student, family and neighborhood strengths and assets.
3. Turn mistakes into learning opportunities rather than failures meriting punishment.
4. Acknowledge and honor accomplishments and all types of competencies (helpfulness,
good citizenship, most improved performance, volunteerism, participation in decision
making, cessation of negative behavior).
5. Set high standards and challenge students to meet them.
6. Reinforce explicit expectations for positive behavior and academic success.
7. Encourage highly interactive teaching strategies.
8. Create a welcoming environment for all who come to the school.
9. Invite family and community members to take active and regular roles in the daily
operation of the school.
10. Create a common vision of success and keep it visible.
It’s the little things in the school environment that make the difference!
Information is based on 2 sets of data analyses:
NcNelly CA, Nonnemaker JM and Blum RW (2002). Promoting student
attachment to school: Evidence from the National Longitudinal Study of
Adolescent Health. Journal of School Health, vol 72 (4).
Moody J and Bearman P. Shaping school climate: School context, adolescent
social networks and attachment to school (unpublished).
Improving the Odds: Untapped power of schools to improve the health of teens Robert Blum, MD, Ph.D, Professor and Director Center for Adolescent Health and Development/ University of MN National Technical Assistance Meeting, Washington DC, August 2002 46
Mar 3, 2007 Susan Carney
www.suite101.com/content/building-trust-with-teens-a14835
A trusting relationship takes time and dedication. What can you do to enhance
the process?
Show respect. Never ridicule or humiliate a child. Recognize each child’s differences, and
adjust expectations accordingly. Don’t play favorites or otherwise allow a child to perceive that
you don’t like him. Be careful with sarcasm.
Be patient. With some kids, building strong rapport can seem to take forever. That’s okay. Kids
need the freedom to develop relationships at a pace that’s comfortable for them. Take your cues
from their timeline.
Stay professional. Don’t let kids overhear you talking about other students. Most organizations
have confidentiality rules that prohibit this. Besides, it’s just plain rude. Show respect to other
adults as well, in how you address them and how you refer to them.
Establish clear boundaries. Many youth workers make the mistakes of trying to be too
“friendly” with kids. Make sure roles are well established and that it is clear that you are the
adult. Don’t discuss your personal life or ask for advice from a child. Avoid with ambiguous
physical contact.
Be genuine. Don’t pretend to be something you’re not. Kids respect adults who are authentic,
and see right through those who try to act like kids themselves in a misguided effort to be
perceived as “cool.” We want kids to be proud of who they are and stay true to themselves: why
should they expect any different from us?
Stick to your word. If you say you’ll do it, do it. No questions asked. Kids often need to see
your integrity in action before they can develop trust. Plus, you are setting a wonderful example
of strong character. Kids need to know they can depend on you, whatever the circumstances.
Be consistent. Kids do best within a regular structure. Knowing what to expect helps reduce
anxiety and gives kids a sense of control over their environment. Also, be consistent with
implementing limits. The consequence for misbehavior should be a function of the misbehavior,
not of external factors like mood, time constraints, or patience level.
Strive for balance. Not wanting to be a pushover can cause you to keep too tight a reign on
kids. On the other hand, fear of being perceived as too “mean” could result in letting kids get
away with too much. Try to find a reasonable middle ground. Recognize that you can be firm
without sacrificing either your relationship or opportunities for growth.
Listen. Many kids don’t have caring adults in their lives who take the time to pay attention to
them and hear what they have to say. Genuinely listening to a child’s concerns, ideas, and
dreams does wonders for relationship building. Avoid giving advice; instead, develop
questioning skills that help kids solve their own problems.
Show a little faith. Kids need strong advocates. Often, they doubt themselves and what they
can do. Having an ally in the form of a caring, supportive adult can help kids achieve things they
never dreamed. Letting them know you believe in them is the first step to teaching them how to
believe in themselves.
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RESEARCH BRIEF
4301 Connecticut Avenue, NW, Suite 100, Washington, DC 20008
Phone 202-362-5580 Fax 202-362-5533 www.childtrends.org
AMERICAN
TEENS
Publication #2002-57
A special look at “what works” in
youth development in partnership with
Building a Better Teenager: A Summary
of “What Works” in Adolescent Development
By Kristin Anderson Moore, Ph.D. and Jonathan F. Zaff, Ph.D.
November 2002
O
verview Most American adolescents are psychologically, socially, and physically healthy. A vast
majority are good citizens who are free of major mental, behavioral, and addictive disorders;27 an
increasing percentage volunteer in their communities; and declining numbers are violent, become pregnant, or smoke.28 Despite these encouraging facts, adolescence remains a time of considerable change and risk.
One of the most obvious changes during adolescence, puberty, often coincides with entry into new schools with
larger social networks. Not only are peer groups larger in middle and high schools, but also homework tends to
be more intensive, class sizes are bigger, students are given more independence, and teachers are less accessible
than in elementary school. There are changes at home, as well, as parents try to strike a balance between monitoring teens’ behavior and giving them more independence. Young people spend less time at home and more time
alone or with friends, and most launch an identity search to figure out who they are. Exposure to risks, such as
drugs, cigarettes, alcohol, and a range of sexual and other negative behaviors, accompanies these life changes.
Young people need tools to navigate the inevitable challenges and opportunities of adolescence and the subsequent transition into adulthood. Effective initiatives to promote adolescent well-being can ease that transition,
and research can suggest which strategies are best. To tackle the question of what works to promote well-being
among America’s teens, Child Trends undertook a comprehensive review of the many contributing influences
and programs that lead to positive behavior in seven areas: mental health, emotional well-being, educational
adjustment and achievement, physical health and safety, reproductive health, social competency, and citizenship.
In this executive summary of Child Trends’ American Teens series, we looked across these seven reviews, based
on more than 1,100 research articles, to identify ten findings to help program designers, policy makers, and parents promote positive adolescent development. In brief, these findings suggest that relationships are key to
adolescent well-being: parent-child interactions and bonding greatly influence adolescents’ choices and attitudes;
peer relationships – including positive ties among teens – are important; and siblings, teachers, and mentors can
provide additional support to young people. Significantly, research indicates that supportive relationships seem
to trump lectures that simply tell teens “to do” or “not to do” something as a strategy to enhance adolescent development. Program developers and policy makers should view adolescents as whole people, not just as students,
patients, or delinquents, and not expect a “silver bullet” solution to improve teens’ lives. They should also work
to engage teens, target desired outcomes, start when adolescents are young, and ensure that programs are wellimplemented. Finally, those involved with youth need to overcome the tendency to think of young people solely in
negative terms.
Adolescent behaviors often cluster.
Considerable evidence suggests that teens with one
positive or negative characteristic have other corresponding characteristics. For instance, adolescents
who are depressed often also have an anxiety disorder and use drugs or alcohol.29 And young people
who drink alcohol, take drugs, and smoke cigarettes
are also more likely to take part in risky sexual
behaviors, have poor sleep habits, and be physically
unhealthy.13 Likewise, teens who have one positive
characteristic are more likely to have other positive
characteristics. Thus, young people who are engaged
in civic activities also tend to do better in school, to be
in better psychological health, and to take part in
fewer risky behaviors.30 These young people are also
48
more likely to have good social skills and be friends
with other adolescents with similar positive characteristics.11 For program developers and policy
makers, this clustering means that programs and
policies can bring about change in a number of
areas even if their primary focus is on one or two
areas. Also, if an adolescent has one problem (like
alcohol abuse), parents and program providers
should be alert for additional problems (like risky
sexual activity).
Parent-child relationships are vital to
adolescent well-being.
Although the role parents play in children’s development is still being examined, and more rigorous
research is needed about the cause-and-effect association between the two, numerous studies indicate
that parent-child ties are strongly related to
adolescent well-being. Four factors are key:
■ Relationships. Teens who have warm, involved,
and satisfying relationships with their parents are
more likely to do well in school, be academically
motivated and engaged, have better social skills,
and have lower rates of risky sexual behavior than
their peers.11, 17, 24, 29 Conversely, teens with poor
relationships with their parents are more likely to
have psychological and other problems.29
Modeling. Teens whose parents demonstrate
positive behaviors on a number of fronts are more
likely to engage in those behaviors themselves,2, 30
and teens whose parents take part in risky behaviors are more likely to do the same.13, 17, 29
■
Monitoring/Awareness. Parents who know
about their children’s activities, friends, and behaviors, and monitor them in age-appropriate ways,
have teens with lower rates of risky physical and
sexual behaviors, as well as lower rates of drug,
alcohol, and tobacco use than their peers.8, 13, 17, 29
And teens who perceive that their parents are
taking on this monitoring role are more likely to do
well academically and socially.11, 24
■
Approach to Parenting. Research shows that
teens whose parents are supportive and caring, but
who also consistently monitor and enforce family
rules, are more likely to be motivated and successful in school, as well as psychologically and physically healthy.3 In contrast, adolescents whose
parents are overly strict and do not give them any
independence are more likely to engage in risky
behaviors.11, 17 Similarly, when parents are warm
but permissive, adolescents tend to be impulsive
and engage in risky behaviors.11
■
These findings suggest that parents need to remain
actively and positively involved in the lives of their
teenagers, while also allowing adolescents to take
2
on greater independence for their conduct, as
appropriate for their ages. Moreover, program
developers should be aware of the influence parents
have on adolescent development and incorporate
parents in programs and activities, when possible.
Peer influences are important and
can be positive.
Many adults think peers can only be negative influences, but the evidence suggests that adolescents
often influence each other positively, by either
modeling behaviors or pressuring each other to
behave in certain ways or adopt certain attitudes
and goals. However, the direction of this association is not as obvious as is often thought. For
example, “bad kids” seem likely to seek out other
“bad kids,” while “good kids” seem more likely to
seek out other “good kids.” In addition, peer
acceptance is probably more likely for teens whose
attitudes and behaviors correspond to those of the
group. At the very least, research suggests that
peer relationships perpetuate adolescents’ behaviors. Teens whose friends smoke, drink alcohol,
take drugs, engage in other deviant behaviors, and
engage in sexual intercourse are more likely to take
part in those behaviors themselves, while adolescents whose friends have high educational aspirations, achieve academically, and engage in other
positive and healthy behaviors tend to behave
similarly.11, 13, 17, 24, 29
An important research note: In our review, we
examined the psychological, physical, and social
components of adolescent health and well-being,
analyzing findings from more than 1,100 rigorous
studies. For our examination of what works, we
restricted our review to studies that used a randomized experimental-control group design
(the gold standard for making conclusions
about cause-and-effect). To suggest promising
approaches or “best bets,” we also examined
quasi-experimental comparison studies (studies
whose participants were not randomly assigned);
longitudinal, multivariate design studies (longterm analyses involving several variables); or, in
some cases, cross-sectional design studies with
large sample sizes and multiple relevant control
variables (for example, controlling for characteristics like race and socioeconomic status). Our
review produced a series of succinct “What
Works” tables that summarize what works and
what doesn’t work to bring about various adolescent behaviors and offer some promising best bet
strategies. These tables can be found at
www.childtrends.org.
49
Siblings, teachers, and other adults and
mentors can provide additional support.
Aside from parents and peers, adolescents often
have connections with other people who may play
influential roles in their lives:
The atmosphere of schools – for instance,
whether they place an emphasis on achievement,
the level of per-student expenditure, and the overall attitude of teachers – is associated with various
measures of academic achievement and skills.24
■
■ Siblings can act as models for positive
behaviors, such as physical activity, and negative
behaviors, such as drug use.13, 29 Sibling relationships are also a good training ground for conflict
resolution and negotiation skills necessary in other
parts of adolescents’ lives.11
■ And adolescents from poor families and poor
neighborhoods are more likely to get pregnant, less
likely to succeed in school, and more likely to be
injured unintentionally.13, 17, 24
Mentors can offer friendship, guidance, and
assistance, as well as serve as positive role models.
Research has found that close, long-term mentoring relationships are associated with reduced rates
of drug and alcohol use and increased rates of high
school graduation, volunteering, and tolerance.14
Mentoring can also teach social skills that are useful in a variety of settings.
Experimental evaluations have repeatedly shown
that didactic programs that lecture to young people
fail to change behavior, whether targeting smoking,
drugs, gun violence, or teen pregnancy.6, 16, 18, 25 On
the other hand, many experimental evaluations
find that adolescents who take part in programs
that build relationships, engage young people, and
provide well-implemented and structured activities
tend to have lower rates of pregnancy and drug,
alcohol, and tobacco use, and higher rates of civic
engagement and school achievement.11, 13, 17, 24, 29, 30
Programs that engage teens also teach important
social and life skills through activities that are
either specific (e.g., resistance to peer pressure) or
nonspecific (e.g., sports) to a particular program’s
goals.5 Moreover, taking part in these activities
during the high-risk hours of 3 to 8 p.m. gives teens
something positive to do in a safe and supportive
environment and leaves less time for getting into
trouble.21
■
Teachers and adults who act as surrogate
family members can also serve as role models,
teach social skills, and provide support that may
not be available at home.11
■
More research is needed on these relationships,
however, since most of the findings are based on
small sample sizes or cross-sectional designs (that
is, data are collected at only one point in time).
Also, more research needs to be done to determine
how an adolescent’s cultural background affects his
or her development.
Teens should be viewed as whole people,
more than just students, patients, or
delinquents.
Program providers and policy makers need to take
a more complete and balanced approach to youth
development and be aware of the many factors
associated with adolescent well-being. Schools,
communities, socioeconomic status, the media, and
public policies, among other factors, all have implications for adolescent development. Here are a few
examples:
■ The price of cigarettes influences teen smoking,
with higher prices being associated with lower
smoking rates.7
Moving children and adolescents out of highpoverty neighborhoods into low-poverty areas is
associated with improvements in physical and
mental health, delinquent behaviors, and behavior
problems.9
■
Service-learning programs that incorporate volunteer activities reduce adolescents’ sexual activity
and risk of pregnancy.17
■
Engage young people.
Successful programs specifically target
desired outcomes.
Successful youth development programs tend to
include a component that specifically targets
desired outcomes. This may sound obvious, but it
is frequently overlooked. For example, if a program meant to increase academic achievement contains all of the promising practices mentioned
above (e.g. engaging youth and treating teens as
whole people) but lacks a focus on increasing academic skills, it is not assured that the program will
have the desired effect.24 This is also the case for
programs geared to promote positive reproductive
health, physical and mental health, positive citizenship, and social competence in teens.11, 13, 17, 29, 30
It helps to start early and sustain
the effort.
Although it is not too late to implement youth
development programs and policies when children
enter adolescence, starting earlier in a child’s life
can have impacts throughout the teenage years
and into adulthood. Since the psychological, behavioral, and academic problems that start in
50
3
childhood often continue for years, this strategy
makes theoretical sense.24, 29 Intensive preschool
programs, such as the Perry Preschool program
and the Abecedarian program, confirm this
approach; they are associated not only with educational advances, but also with reduced pregnancy
and childbearing years later.12
Implementation is critical.
Although relatively little experimental evaluation
research exists on the implementation of programs
to promote adolescent well-being, insights derived
from practitioners, qualitative evaluations, and correlational research (data collected at one point in
time) can be instructive in this area. For example,
available evidence suggests that the best program
and policy ideas are unlikely to be effective if,
among other considerations, they do not include
proper staff training, a well-developed infrastructure, and buy-in from parents and teens, including
involving teens in program development.10, 14, 15, 20
In addition, committed, involved staff seem
essential; staff turnover undermines adolescents’
relationships with staff. Yet, program implementation is often ignored or understudied. If program
staff and evaluators do not know how well their
program was implemented, or what components
were or were not implemented adequately, they
will not be able to say why the program’s design
has been effective or ineffective. Nor will program
providers know which components to keep and
which to change.
Think positively about teens.
There is a tendency to view adolescents negatively –
to see them as potential problems and to design programs for teens to prevent problems from occurring.
However, an accumulating body of research suggests
that taking a positive approach, that is, promoting
skills and assets instead of preventing deficits, seems
more likely to engage adolescents and to help them
realize their potential and avoid negative
influences.19, 23, 26 Such a youth development
approach has been found in several experimental
studies to reduce the likelihood that teens will have
sex or become pregnant.1, 16, 22 Given the lack of rigorous studies on positive development, there is an
acute need for more and better research on positive
mental health, positive civic engagement, and
emotional well-being in teens.4, 29, 30
NEXT STEPS FOR RESEARCH
Although Child Trends examined more than 1,100
empirical studies that employed rigorous research
standards across the seven areas of adolescent
development, there remains much to be learned in
this field. The research community needs to:
■ Conduct more long-term research that
looks at multiple variables. More high-quality,
rigorous research is needed to provide more conclusive information on the factors that promote adolescent well-being. Certain aspects of adolescents’
lives and their environment have been more extensively researched than others. This imbalance
points to a need for further study of the lessresearched areas, as well as a need to examine the
joint and interactive effects of influences in different areas of adolescent well-being
■ Evaluate
program interventions with experimental studies. Experimental studies represent
the gold standard for determining cause-and-effect
relationships and more such studies are needed to
determine the true effectiveness of youth development programs. However, even most existing
experimental evaluations follow adolescents across
short time periods (e.g., a month to two years).
Since the goal of youth development
programs and policies is to support young people
through adolescence and into adulthood, it is
important both to conduct experimental studies
and to track impacts over time.
■ Examine
the whole set of factors that influence adolescents. Researchers need to incorporate multiple layers of an adolescent’s environment
– family, school, community, media, and so forth –
into their study designs. In that same vein, the
national and state data systems are split among
agencies focused on health, education, and welfare.
Education reform, for instance, is headquartered in
the U.S. Department of Education, but parents,
peers, communities, and other elements of society
also play a role in academic achievement. The
same approach is seen in many research studies of
public policies and youth programs. Researchers
need to explicitly include and examine the varied
factors that affect adolescent development.
■ Increase
the research base on cultural influences on adolescent development. The culture in
which an adolescent is raised, whether it revolves
around a family’s ethnic, national, or regional heritage, may socialize the adolescent to value different
social norms than his or her peers who are from
other cultures or regions of the country. Few
researchers have looked at these differences.
51
4
CONCLUSION
Though growing up in a complex and challenging
world, adolescents often have positive attitudes and
engage in positive behaviors. But many of the programs targeting teens are designed simply to
squelch negative behaviors and often focus on stopping one single problem behavior. Addressing and
enhancing positive influences deserves more attention, given evidence that information-only and
problem-focused approaches have only small and
scattered effects on teen behavior. Research
increasingly indicates that, as a nation, we should
also try to build and reinforce teens’ positive
behaviors, instead of only targeting problems. And
to be more comprehensive and effective,
researchers and program and policy developers
may want to approach their work with a holistic
view of teens, rather than focusing exclusively on a
single aspect of adolescents’ lives.
Moreover, program developers and policy makers
have a more complicated task than just addressing
the various components of adolescents’ lives (which
is no easy task in itself). They also need to develop
activities that engage adolescents and that are ageappropriate, and they must create a social and
physical infrastructure to sustain the initiatives.
While these goals are challenging, available
research suggests that the payoff may be significant. These reviews provide a starting point for
researchers, parents, practitioners, and policy
makers to begin thinking about ways to enhance
adolescent development.
This Research Brief summarizes seven longer reports
on adolescent development prepared for the John S.
and James L. Knight Foundation. Kristin Anderson
Moore, Ph.D., is the Principal Investigator and
Jonathan Zaff, Ph.D., is the Project Director. The brief
was prepared by Anne Bridgman and was edited by
Amber Moore, Kristin Moore, Harriet J. Scarupa, Elizabeth Hair, and the studies’ authors. For more information on the reports, call the Child Trends’ publications office, 202-362-5580. Publications may also be
ordered from Child Trends’ Web site,
www.childtrends.org.
Child Trends, founded in 1979, is an independent,
nonpartisan research center dedicated to improving
the lives of children and their families by conducting
research and providing science-based information to
the public and decision-makers. For additional information on Child Trends, including a complete set of
available Research Briefs, please visit our Web site.
Child Trends gratefully acknowledges the John S. and
James L. Knight Foundation for support of this special
series of Research Briefs on American Teens.
5
References
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2Bandura,
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4Bridges,
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S.B., Soep, E., & Roach, A. (1998, November). Living the arts through language and learning: A report on community-based youth organizations. Americans for
the Arts Monographs. Washington, DC: Americans for the Arts, 2(7),1-20.
6Centers
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7Chaloupka,
F.J., & Pacula, R.L. (1999). Sex and race differences in young people’s
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Conte, A., & Kling, J. (2001, January/February). A synthesis of MTO research on
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10Garvey,
J., McIntyre-Craig, C., & Myers, C. (2000). Youth voice: The essential element of service-learning. In C. Myers and M. Bellener (Eds.) Embedding servicelearning into teacher education: Issue briefs. Indianapolis, IN: The Center for Youth
as Resources.
11Hair,
E., Jager, J., & Garrett, S. (2002). Background for community-level work on
social competency in adolescence: A review of antecedents, programs, and investment
12Halle, T., Zaff, J.F., Calkins, J., & Margie, N. (2000). Background for communitylevel work on school readiness: A review of definitions, assessments, and investment
strategies. Report prepared for the John S. and James L. Knight Foundation. Washington, DC: Child Trends. To obtain more information on early childhood programs,
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Abecedarian program.
13Hatcher,
J., & Scarpa, J. (2001). Background for community-level work on physical
health and safety in adolescence: A review of antecedents, programs, and investment
14Jekielek, S., Hair, E., & Moore, K. (2001). Mentoring programs and youth development: A synthesis. Prepared for the Edna McConnell Clark Foundation. Washington,
DC: Child Trends.
15Katula,
M.C. (2000). Successful characteristics of service-learning: Results from the
field. In C. Meyers and M. Bellner (Eds.) Embedding service-learning into teacher education: Issue briefs. Indianapolis, IN: The Center for Youth as Resources.
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17Manlove,
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review of antecedents, programs, and investment strategies. Report prepared for the
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18McKnight,
A.J., & McPherson, K. (1986). Evaluation of peer intervention training
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K. & Halle, T. (1999). Preventing problems vs. promoting the positive: What
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20Morgan,
W., & Streb, M. (2001, August 1). Building citizenship [on-line]. Available:
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on Community-Level Programs for Youth. J.A. Gootman (Ed.). Board on Children,
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Washington, DC: National Academy Press.
22Philliber,
S., Kaye, J., & Herrling, S. (2001). The national evaluation of the Children’s Aid Society Carrera-Model to prevent teen pregnancy. Accord, NY: Philliber
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23Pittman,
K. J., & Cahill, M. (1991). A new vision: Promoting youth development.
Washington, DC: Center for Youth Development and Policy Research, Academy for
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24Redd,
Z., Brooks, J. & McGarvey, A. (2002). Background for community-level work
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James L. Knight Foundation. Washington, DC: Child Trends.
25Ringwalt,
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Past and future directions of the DARE program: An evaluation review. Draft of final
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26Scales, P.C., & Leffert, N. (1999). Developmental assets: A synthesis of the scientific
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27Shaffer,
D., Fisher, P., Dulcan, M. K., Davies, M., Piacentini, J., Schwab-Stone, M.
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(1996). The NIMH Diagnostic Interview Schedule for Children Version 2.3 (DISC2.3): Description, acceptability, prevalence rates, and performance in the MECA
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28U.S.
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for Planning and Evaluation. (1999). Trends in the well-being of America’s children
and youth. Washington, DC: Author.
29Zaff, J.F., & Calkins, J. (2001). Background for community-level work on mental
health in adolescence: A review of antecedents, programs, and investment strategies.
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Child Trends.
30Zaff,
J.F., & Michelsen, E. (2001). Background for community-level work on positive
citizenship in adolescence: A review of antecedents, programs, and investment strategies. Report prepared for the John S. and James L. Knight Foundation. Washington,
DC: Child Trends.
AMERICAN TEENS SERIES
Preventing Teenage Pregnancy, Childbearing, and
Sexually Transmitted Diseases: What the Research
Shows
Encouraging Teens to Adopt a Safe, Healthy Lifestyle:
A Foundation for Improving Future Adult Behaviors
Helping Teens Develop Healthy Social Skills
and Relationships: What the Research Shows about
Navigating Adolescence
Educating America’s Youth: What Makes a Difference
Promoting Positive Mental and Emotional Health in
Teens: Some Lessons from Research
Encouraging Civic Engagement: How Teens Are
(or Are Not) Becoming Responsible Citizens
Building a Better Teenager: A Summary of “What
Works” in Adolescent Development
(Research Briefs and “What Works” tables are posted
on www.childtrends.org).
© 2002 Child Trends
ADDRESS SERVICE REQUESTED
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Washington, DC 20008
Washington, D.C.
Permit No. 1897
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U.S. POSTAGE
53
NONPROFIT
2
CHAPTER
Tailoring Pregnancy Prevention
Programs to Stages of
Adolescent Development
Stages of adolescent development
Although adolescence is often
discussed as one phase, teens
actually pass through three distinct stages on their path to
adulthood—early, middle, and
late adolescence. Specific physical, cognitive, and social and
emotional developments mark
each of these stages. The
changes that occur and the timing of those changes differ for
boys and girls and vary greatly
among individuals. However, in
general, early adolescence is
from the ages of 9-13, middle
adolescence is from 13-16, and
late adolescence is 16 and older.
Early adolescence
Physical changes and
characteristics
Early adolescence is marked by
significant physical changes.
Girls develop breasts, grow
underarm and pubic hair, and
begin menstruating. Boys develop deeper voices, grow hair
under the arms and around the
genitals, and begin to show
other physical signs of sexual
maturity.
In response to these physical
changes, young adolescents—
girls in particular—begin to be
treated in a new way by their
families and by society. As their
sexuality becomes more apparent, girls begin to feel differently
about themselves and they
engender new reactions from
those around them. They may
no longer be seen as just children, but as sexual beings to be
protected—or targeted. Parents
may become overprotective or
begin to allow greater freedom.
EARLY ADOLESCENCE
9-13 years old
MIDDLE ADOLESCENCE
13-16 years old
LATE ADOLESCENCE
54
16 years old and older
29
STAGES OF ADOLESCENT DEVELOPMENT
Adolescence can be summed
up in one word: change. Only
infants grow and change as
rapidly and extensively as do
adolescents. Understanding
adolescent development—how
children mature between the
ages of 9 and 21, how those
changes affect their families and
other people around them, and
how the surrounding culture and
society influences that development—is critical to planning
and implementing programs that
can give teens the tools and
skills they need to make and
carry out responsible decisions.
FOCUSING ON THE KIDS
These changes are complicated
by the fact that girls mature at
different ages.
30
Boys tend to receive less information about the physical
changes that accompany their
transition to manhood than do
girls about their maturation.
For example, school classes
and parents will explain menstruation, but often leave out
mention of wet dreams, erections, and ejaculation when
talking to boys out of fear that
these topics are too sexual or
controversial. Boys may start to
face pressure to differentiate
themselves from their mothers
and from female behavior.
In addition, boys often face
ridicule from peers if they are
slower to develop physically.
Whatever the response from the
people around them, girls and
boys are treated differently as
they move into adolescence
because they look grown up and
society has specific social
expectations for how young men
and women should behave.
KEYS TO EARLY ADOLESCENCE
• significant physical/sexual
maturation
• concrete thinking
• increasing influence of peers
• growing independence in
decision-making
• transition from elementary to
middle or junior high school
These pressures can be difficult
for teens to deal with, especially
without guidance and support
from caring, competent adults.
To further complicate this transition, recent studies have found
that for some girls, adolescence
is starting earlier. While the
average age of onset of menstruation is close to 12.5 years,
a small but growing minority of
girls, particularly African
American girls, are actually
beginning to menstruate as
early as age 8 (Marano, 1997).
For these children, the shift in
how they are treated by the
people around them may be
even more difficult to cope with.
New data from the National
Longitudinal Study on
Adolescent Health has found
that looking older than one
actually is constitutes a risk
factor for early intercourse,
although it does not place one
at higher risk of teen pregnancy
(Blum and Rinehart, 1997).
Cognitive changes and
characteristics
Most early adolescents still
think predominantly in concrete
terms. They relate information
and experiences to what they
currently know and have a hard
time thinking about the future
or about things they have never
been exposed to. Their ability to
think abstractly—to project into
the future and to understand
55
KEYS TO MIDDLE ADOLESCENCE
• continuing physical/sexual changes
• intense focus on body image
• beginning of capacity to think abstractly
• enormous influence of peers/school environment
• risk-taking
intangible concepts—develops
as adolescence progresses.
Social and emotional
changes and characteristics
In the early teen years, the values that children have learned
from their parents begin to be
tested by peers. Peers start to
exert a stronger influence, and
young teens will begin to be preoccupied with how their peers
dress and behave. Young adolescents will start to experiment
with their identity, trying out different ways of acting and seeing
how people around them react
to these various strategies.
Young teens also begin to enjoy
more freedom to make their own
decisions and may receive less
ongoing supervision. Because
they have little experience with
the consequences of their
Young adolescents may also
experience a transition within
the school setting from elementary school to middle and junior
high school. Middle and junior
high school brings with it
increased responsibility and
independence for which some
young people are not prepared.
For some young teens, a difficult transition to middle school
and an unsuccessful middle
school experience increases the
likelihood that they will drop out
of school. This is associated
with a higher risk of teen pregnancy. Young people experiencing difficulty in school merit
special attention.
Middle adolescence
Physical and cognitive
Middle adolescents are portrayed
most frequently in the media and
thought of by most adults as the
“typical teenager.” In this stage,
the physical changes continue.
Middle adolescents begin to
develop the capacity to think
abstractly, but it will be several
years before those habits of
thought are firmly established.
56
31
The fact that most early adolescents cannot think abstractly has
important implications for program planning and necessitates
different program approaches
than would be created for older
adolescents. For example, pregnancy prevention programs that
ask early adolescents to picture
what future opportunities would
be lost by becoming a teen parent will not be very effective with
young people.
actions, early adolescence can
be a time when risks are taken
unknowingly. These young teens
may not appreciate the potential
impact of their actions.
One day a middle teen is able to
think long-term and project his
or her thinking far into the
future. The next day, he or she is
back at a very concrete level,
focused on the here and now, the
day to day.
32
Social and emotional
Teen girls, in particular, become
extremely susceptible to the
cultural messages they receive
about appropriate body size and
grooming. One observer of contemporary teen women comments: “In the twentieth century,
the body has become the central
personal project of American
girls” (Brumberg, 1997). While a
large percentage of American
girls report dieting behavior as
early as the 4th grade, middle
adolescents sometimes develop
eating disorders and other body
image disturbances. Increasingly,
boys in our society are also
receiving pressure to look a certain way and some boys are also
experiencing eating disorders
and other body image problems.
FIELD
NOTES
Tips for working effectively
with teens
Ensure that program staff
are trained in adolescent
development, are comfortable
with adolescents, and refrain
from stereotyping teens.
Be sure program hours are
convenient and that appropriate
stipends, food, transportation
money, or incentives are offered
for participation.
Allow teens to develop
outreach and marketing
materials for programs. This
will ensure that posters, flyers,
and advertisements are in
teen-friendly language and are
culturally appropriate.
Assure confidentiality to
teens, and let them know up
front if something cannot stay
confidential. Teens are more
likely to open up to adults when
they trust that what they say or
do will remain confidential.
Appreciate the pressures and
issues faced by today’s teens.
Provide opportunities to discuss
these broad struggles and not
just the single issue on which a
program focuses.
Coordinate efforts with
other youth-serving
providers to try to eliminate
duplication of services and to
give young people the comprehensive information, skills, and
opportunities they need to successfully negotiate adolescence.
57
Teens’ focus on physical attractiveness is heightened by the huge
effect of peers on one another
during this stage of development.
Parents and their beliefs now may
be secondary to the norms and
pressures—both positive and
negative—of a teenager’s peer
group. Research has found that
groups of friends have a greater
influence than a best friend and
that teens who choose positive
peer groups fare much better
than those who choose groups
that may influence them to
engage in negative behaviors.
For many teens at this stage of
development, school can
become a less hospitable place.
More than 80 percent of public
school students in grades 8-11
say that they have been the
recipient of unwelcome sexual
comments or advances, usually
from another student (Blum and
Rinehart, 1997). More than 12
percent of students report that
they have carried a weapon to
This is particularly problematic
because “school connectedness”
—a student’s school attendance
and perceptions that she or he
gets along with and is close
to teachers and students, and
feels that other students are not
prejudiced—can protect against
many harmful behaviors, such
as too early intercourse, emotional distress, suicidal thoughts
and attempts, violence, cigarette
use, alcohol use, and marijuana
use (Blum and Rinehart, 1997).
Young people who are being
harassed or fear violence in
school settings are less likely
to remain connected and feel
positive about that setting and
are at risk for dropping out.
This, in turn, puts young people
at higher risk of early and
unprotected sex.
Risk-taking is often associated
with middle adolescence. Adults
who work with youth must keep
in mind that risk-taking behavior has positive as well as negative aspects. Adolescence is an
appropriate time for trying new
things and taking new risks.
However, adolescents have
often been portrayed as taking
extreme, ill-considered risks. In
fact, research shows that adolescents are about as good at
assessing the actual risks of a
situation or action as are their
parents. This recent work
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33
Parents can also have an effect
on how teens deal with friendships. An effective parenting
style in helping to moderate
peers’ influence is an “authoritative parenting style” that combines control and warmth
(McIntosh, 1996)—that is, parents who maintain a close, warm
relationship with their teen and
who set and monitor reasonable
limits for his or her behavior.
school in the past month (Blum
and Rinehart, 1997).
KEYS TO LATE ADOLESCENCE
• physical/sexual changes
complete
• capacity for abstract thought
in place
• adult cognitive functioning
• family influence in balance
with peer influences
• transition to work, college,
independent living
34
suggests that helping parents to
be better judges of risk will also
help young people.
Late adolescence
Physical, social, emotional,
and cognitive changes and
characteristics
Late adolescence is often
thought of as early adulthood in
our culture. Teens in this stage
are beginning to take on adult
roles and responsibilities and
may be living independently
from their families. The physical
changes of adolescence are
complete. At this stage, family
influence comes into balance
with messages from peers. Most
older adolescents have developed a sense of identity and a
sense of both their similarities
and their differences from
parents. Late adolescents are
firmly rooted in abstract thinking. They are thinking about
the future and functioning,
cognitively, as adults.
Reaching all teens:
programs and educational strategies
Experience over many years and
types of programs has shown
that a few key program techniques and basic education
strategies can help to increase
the effectiveness of a teen pregnancy prevention effort.
Helpful program
characteristics
Provide both single and
mixed-gender settings
Many communities have debated
the pros and cons of programs
that work exclusively with girls
or boys rather than dealing with
sexuality and related issues in
mixed-gender settings. Those
who promote single-gender programs point out the studies on
girls in the classroom, which
show that young women are
often interrupted by young men
or are not called on to speak as
frequently. Those who advocate
mixed-gender settings point out
that for young people to successfully navigate their relationships
with each other, they must be
given opportunities to practice
communicating in program settings. Without these opportunities,
59
young women may be left without the skills they need to deal
with real-life situations.
Include a diversity of teens
in programs as participants
and peer educators
One key skill needed by adolescents is the ability to deal with
difference and diversity in an
increasingly pluralistic world.
Programs that use a diversity of
peer educators will appeal to a
wider range of young people in the
community. Sexually active youth,
abstinent youth, and teen parents
all have powerful messages to
send to other young people.
Role models for young people
can help young women resist
messages about passivity and
stereotypical feminine behavior,
and young men resist messages
that emphasize conquest.
Girl Power!, an initiative of the
U.S. Department of Health and
Human Services, seeks to give
young women a positive set of
role models and a sense of
broad possibilities. Program
components, which include public service announcements and
other materials featuring female
athletes and other role models,
were developed nationally but
can be used locally in communities to begin building support
for strong, assertive behavior on
the part of young women.
Youth Education and
Development Program, a
school-linked initiative sponsored
by the Urban League, credits his
four young male staffers—who
dress in suits and ties, speak
professionally, and do not raise
their voices—with attracting to
the program young men who
seek to emulate them.
Help teens postpone
sexual intercourse
Postponing sexual intercourse is
an important goal for any program that seeks to reduce teen
pregnancy. Programs that have
been most successful in achieving
this goal are those that begin
working with youth before they
become sexually active, starting
as early as late elementary or
early middle school.
Reducing the Risk was one of
the first sexuality education curricula to be rigorously evaluated.
The evaluation found that among
students who had not initiated
intercourse before the class, the
curriculum significantly reduced
the likelihood that they would
have had intercourse 18 months
later. Among these students,
effects seem to have extended
across a variety of subgroups,
including whites and Latinos, and
lower-risk and higher-risk youths.
60
35
Give teens strong role
models
The director of the Boston’s
Promising educational
strategies
Many promising strategies and
techniques can be used to develop
educational components for
pregnancy prevention programs.
Involve teens in their
own learning
36
Experiential learning techniques
that get participants to role
play, engage in small group discussion and decision-making,
or require them to experience
some activity are more effective
than traditional educational
approaches that rely on lectures.
Help teens examine their
values and beliefs
Adolescents need opportunities
to examine their own beliefs
and attitudes. They also need a
chance to develop the skills
they will need to adopt healthy
behaviors. Many programs simply provide information. In order
to prevent pregnancy, young
people need to explore their
values and attitudes about
relationships, sexuality, and
personal goals and to have
those beliefs challenged by
people who care about them.
They also need the skills to
refuse unwanted sexual behavior and to communicate with
THE BOTTOM LINE OF
SUCCESSFUL PROGRAMS
Make them participant-centered,
not planner-centered.
members of the opposite sex.
They must be able to carry out
their decision to avoid sex or to
obtain and use contraception.
Effective education will give
young people the opportunity to
practice refusal, communication,
and negotiation skills. It will
also give them the chance to
think about what they would do
if faced with a sexual situation.
Make materials and
examples relevant to
the audience
Some curricula give examples of
what young people can do on
dates, such as go to the mall or
go out to dinner, but these
examples will not help people
living in certain areas or people
who do not have any money.
Other programs have scripted
role-plays that may use language
that adolescents find silly.
Programs need to be adapted to
fit the age, geographical area,
and teen culture of the participants. Even more important,
programs should be ethnically
appropriate and relevant.
Use instructors who are
comfortable with the
course material
Educators may need additional
training related to sexuality,
pregnancy prevention, or the
particular groups with whom
61
People remember about 10
percent of what they read and
20 percent of what they hear, but
they remember nearly 90 percent
of what they do.
they will work. Any program
that deals with pregnancy prevention will bring up questions
and issues related to sexuality.
Educators must be comfortable
dealing with the topics and providing referrals for further information when these issues arise.
Work with what
participants already know
Match written materials to
the literacy level of
participants
Written materials for lower literacy groups should include many
illustrations and appropriate
vocabulary. If written materials
are used as part of an exercise,
the facilitator should read the
selection out loud or suggest
that someone in each group read
aloud so that any participants
who are unable to read can still
get the benefit of the activity.
Reaching early, middle, and late
adolescents: programs and
educational strategies
Young people will turn to
whatever opportunities exist
that give them a feeling of
being connected, important,
and valued. When positive
outlets do not exist, it is more
likely that teens will look to
less socially desirable ways of
meeting their needs.
Successful youth development
and enrichment programs
that focus on sexuality and
pregnancy prevention need to
be structured around the
techniques and strategies outlined above. They also need
to be focused on the specific
needs and characteristics
of the teens they serve. The
following table describes
strategies that programs
can use to focus on early,
middle, and late adolescents.
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37
Repeating information that is
already familiar to teens or
jumping into information without laying a foundation will be
ineffective. Programs should set
up a mechanism for finding out
about the group in advance or
develop a quick assessment that
can be used at the beginning of
a workshop to get a feel for
what people already know and
what they want to learn.
STRATEGIES FOR SUCCESSFUL PROGRAMS
38
Early
adolescents
Middle
adolescents
Start programs younger. The
groundwork for prevention must be
laid in the early adolescent years.
Early adolescents need tools and skills
to deal with the messages they are
already hearing.
Use peer educators. Given the
importance of peers for this group,
peer educators can help create social
norms around abstinence and contraception. Their modeling of good coping, negotiating, and decision-making
behaviors can have a strong impact.
Take concrete thinking into
account. Focus on familiar, real-life
situations, not abstract future possibilities (such as “what would your life
be like if you had a baby”). Ask
young teens to practice communication, decision-making, and negotiation skills using the situations they
face every day.
Give the same information to
boys and girls. Young teens need
information about the other gender
as well as their own. One reason for
inappropriate language or activity
around sexuality issues is that a person may be seeking answers to questions.
Teach about healthy and
unhealthy relationships. This is a
good time to help young teens think
about the qualities friends should
have, what healthy and hurtful
friendships look like, and how to
choose enhancing, not risky relationships. Program examples: Best
Friends and S.N.E.A.K.E.R.S. (See
Resources).
Include opportunities for safe
risk-taking. Programs can provide
protected settings for middle teens to
take physical risks (ropes courses,
field trips to new places, new types of
activities) and emotional risks (role
plays). These opportunities can help
teens build relationships and learn
about trust, responsibility, sharing
feelings, expressing needs, and
weighing and taking risks. Program
example: Outward Bound (See
Resources).
Help parents stay connected to
their teens. Middle teens need independence as well as careful supervision. Parents struggle with finding
this balance and with a sense of loss
as their child grows up. Programs
should allow parents to vent these
feelings and provide opportunities
for adults and teens to be together.
Program example: Growing
Together (See Resources).
Take cognitive changes into
account. Programs need to be
attuned to middle teens’ shifts
between concrete and abstract thinking. Hands-on learning is good; lectures are ineffective.
63
Conclusion
Late
adolescents
Reach 18- and 19-year-olds
where they are. Look beyond colleges. Reach late adolescents
through their workplaces, churches,
community organizations.
Use the media. TV, radio, advertising, print, and the Internet can be
used to reach this audience and to
illustrate the importance of establishing oneself before becoming a parent. Use media to publicize pregnancy prevention services and
resources.
The key is to assess what the
young people in a particular target
population need, try out an intervention, and then continuously
evaluate whether the program is
meeting participants’ needs and
moving toward goals consistent
with delaying pregnancy.
When programs match the
developmental needs of adolescents and make use of effective
teaching techniques, working
with youth can be rewarding,
powerful, and effective in reducing adolescent pregnancy.
64
39
Re-cast ages 18 and 19 as part
of adolescence. Most concern
about teen pregnancy focuses on
girls younger than 17. However,
most teen pregnancies occur to 18and 19-years-olds. Older adolescents also need the message that it
is better to wait until one is established before having a baby.
A clear understanding and
appreciation of adolescent development is necessary to implement effective prevention efforts.
“One size fits all” programs are
not as effective. When planning,
programs need to consider the
age range of participants. While
the chronological ages in this
chapter are general guidelines,
particular teens will vary from
this framework based on their
experiences and background.
References
Blum, R., & Rinehart, P.M. (1997).
Reducing the risk: Connections that
make a difference in the lives of
youth. Minneapolis, MN: University
of Minnesota Division of General
Pediatrics and Adolescent Health.
40
Brumberg, J.J. (1997). The body
project. New York: Random House.
Marano, H.E. (1997, July 1).
Puberty may start at 6 as hormones
surge. New York Times, pp. C1.
McIntosh, H. (1996, June).
Adolescent friends not always a bad
influence. APA Monitor.
National Commission on Adolescent
Sexual Health. (1995). Facing facts:
Sexual heath for America’s adolescents. New York: SIECUS.
Programs mentioned in this chapter
Best Friends
The Best Friends Foundation
Ann Hingston, National Program
Director
4455 Connecticut Ave. NW, Suite 310
(202) 822-9266
Fax: (202) 822-9276
www.bfriends.org
Best Friends is a nationwide program that teaches adolescent girls about
the importance of friendship and abstinence from sex, drugs, and alcohol.
Girl Power!
Eileen R. Frueh, Campaign Manager
U.S. Department of Health and
Human Services
National Clearinghouse for Alcohol
and Drug Information
P.O. Box 2345
Rockville, MD 20847-2345
(800) 729-6686
Fax: (301) 468-7374
www.health.org/gpower
Girl Power! is a national public
education campaign sponsored by the
Department of the Health and Human
Services to help encourage and empower
9- to 14-year-old girls to make the most
of their lives.
Growing Together
Girls Inc.—National Resource Center
Bernice Humphrey, Director, Healthy
Girls Initiative
441 West Michigan St.
Indianapolis, IN 46202
(317) 634-7546
Fax: (317) 634-3024
www.girlsinc.org
Girls Inc., a national youth development
program, has created Growing
Together, a four- to five-session curriculum that seeks to delay the onset of teen
sexual activity by fostering mother/daughter communication.
S.N.E.A.K.E.R.S.
Crystal Holland, Program Director
Florence Crittendon Services of
Greater Washington
815 Silver Spring Ave.
Silver Spring, MD 20910
(301) 565-9333
Fax: (301) 565-0872
S.N.E.A.K.E.R.S. uses small group
work to build relationships between
participants and explores a variety of
65
aspects of growing up and forming friendships and romantic relationships.
Outward Bound
0110 Southwest Bancroft St.
Portland, OR 97201-4050
(800) 547-3312
Fax: (503) 274-7723
www.pcobs.org
Outward Bound provides many
opportunities for rigorous outdoor experiences that teach young people about taking physical risks and learning about
trust and responsibility.
Youth Education and
Development Program
Urban League
E. Franklin Miller
Program Director
Urban League of Eastern
Massachusetts
88 Warren St.
Roxbury, MA 02119
(617) 442-4519
Reducing the Risk
ETR Associates
PO Box 1830
Santa Cruz, CA 95061-1830
(408) 438-4060
www.etr.org
Reducing the Risk: Building
Skills to Prevent Pregnancy, STD,
and HIV is a classroom-tested program
emphasizing that teens should avoid
unprotected intercourse through abstinence or consistent and effective use
of protection.
41
66
The Adolescent Brain: The Dana Guide
Sandra J. A ckerman
N ovember 2007
w w w .dana.org/ new s/ brainhealth/ detail.aspx?id=10056
The years betw een childhood and adulthood are a stage of life that brings out strong feelings in
just about everyone. For the young person ready to dash full speed ahead into adolescence, as
w ell as for the adult getting ready to see adolescence from the other side as a parent, the
prospect stirs up a mixture of impatience, anxiety, excitement, and just plain curiosity. The next
several years w ill include many “ firsts” : receiving a driver’s license (or sitting in the passenger
seat w hile your baby daughter drives); landing a real job (or seeing your self-effacing son
brandish his first paycheck); suddenly being (or w elcoming) the new est participant in dinnertable discussions of w orld politics; experiencing (or reliving) the terrors and the bliss of a first
love. Perhaps no amount of reading can prepare adolescents and their families for the explosive
grow th ahead, but some understanding of the brain in adolescence can offer a helpful
perspective.
Research into adolescent brain development now makes use of such techniques as brain
imaging and very precise hormonal probes, plus new methods to make observations and
analyze information in w ays that are sensitive to the context in w hich the information is
collected. Sophisticated, long-term investigation promises a w ealth of findings yet to come, but
today’s scientific understanding already provides the outlines of the picture.
Sorting Out Adolescence from Puberty
What can a 20-year-old brain do that a 14-year-old brain cannot, and w hat takes place in
betw een those ages to make the difference? A lthough the answ er to this basic question is still
incomplete, one point that has been firmly established in recent years is that, despite our
inclination to think of adolescence and puberty as a single stage of development, each has its
ow n timetable and its ow n distinct effects on mind and body.
The series of biological changes called puberty is concerned w ith ushering in our reproductive
ability and begins w ell before the teenage years, often as early as age 8 or 10. This is w hen the
adrenal glands (best know n for producing the heartracing, artery-tightening hormone
adrenaline) reach maturity and sharply increase their production of the hormone
dehydroepiandrosterone (DH EA ), w hich is geared tow ard sexual development. M eanw hile, the
hypothalamus, a small but pow erful structure that regulates heart rate, appetite, and other vital
systems, sends a chemical message in the form of gonadotropin-releasing hormone to the
pituitary gland, just below it. The pituitary gland then sends the hormones know n as
gonadotropins to the gonads (the ovaries or testes). Interestingly, the same chemical message
produces parallel results in the tw o sexes: in the female, egg cells begin to develop into
fertilizable eggs and the ovaries begin to produce estrogen, w hile in the male, the testes begin to
produce both sperm and testosterone. The rising levels of estrogen or testosterone bring about
some of the more noticeable changes in an adolescent’s body: breast development, pubic hair,
and a fuller figure in females; more muscular development, voice change, pubic hair, and,
finally, facial hair in males.
In contrast to puberty, the process of adolescence is aimed tow ard mental and emotional
67
adulthood, and it is all but invisible because it takes place entirely w ithin the brain. Inside that
confined space, a great transformation is under w ay. A n adolescent w ho may outw ardly appear
disorganized and inconsistent is actually undergoing important physical changes w ithin the
skull, all taking place in precise coordination throughout billions of brain cells. Biological
changes in the brain (w hich w e w ill discuss in more detail below ) lay the groundw ork for new
modes of thinking and behaving, at the same time the young person is striving in school and
outside of it to master more abstract concepts, more nuanced explanations, and a greater
perspective on life in general.
Behind the Scenes in the Adolescent Brain
A large part of adolescent development takes place in the frontal lobes, w hich house an
incredible number of faculties that w e use many times each day. H ere are the brain sites that
enable us to make sense of the floods of information constantly being gathered by our five
senses; to know w hen w e are experiencing an emotion, and even to think about it w hile w e feel
it; to understand and keep track of the passage of time; and to hold a thought or object briefly in
the forefront of our mind w hile w e proceed w ith another thought (an ability know n as w orking
memory). A ccording to a recent animal study of frontal lobe development, several different
“ transporter” molecules, w hich help the neurons to take in neurotransmitter molecules and
break them dow n for reuse, either increase in density during adolescence or reach a plateau,
w hich in turn alters some signaling pathw ays and stabilizes others. Partly from refinements in
the signal circuits of the frontal lobes and partly through accumulated experience, adolescence
gradually brings greater independence along w ith new capacities to plan, to consider the
possible consequences of an action, and to take responsibility for the conduct of one’s life.
N ot surprisingly for a major executive center, the frontal lobes must reorganize to meet new
demands, and they do so at more than one level in the years leading up to adulthood. One of
the most significant changes (w hich actually continues w ell into adulthood) is a major increase
in the myelination, or insulation, of the nerve fibers going both into and out of the frontal lobes.
Greater insulation here means faster signaling, and perhaps more highly branched signaling
pathw ays, betw een frontal lobe neurons and those in any distant region of the brain. This is a
development that w e can understand on an everyday level. Clearly, the more information the
executive center can gather in various modes—visual signals, the emphatic tone of someone’s
voice, the emotions of the moment—the more nuanced and appropriate the brain’s responses
can be.
A t a day-to-day level, adolescents encounter increasing demands on their attention. For starters,
entering middle school or high school means a lot more to keep track of. Instead of being w ith
one teacher in one classroom all day, students move among a half-dozen different classrooms,
w ith a homeroom somew here else and a locker at yet another place. A nd, typically today, it
quickly becomes necessary to juggle various homew ork assignments and projects and to
balance them against sports or after-school activities, paid or volunteer w ork, and an ever more
complicated social life. Is it any w onder that researchers, psychologists, and sociologists alike
are becoming concerned about the long-term effects of these very crow ded schedules on the
young, developing brain? Some experts w arn that our society may be over-encouraging the
development of quick responses and mental multitasking in young people, at the expense of
equally valuable life skills: planning, thinking things through, and predicting the consequences
of actions.
68
Whether such trade-offs are taking place on a large scale, and how they may affect the brain and
behavior throughout adulthood, w ill become clear only w ith studies that can follow young
people for a decade or more. M eanw hile, today’s adolescents have their hands full trying to
manage conflicting demands on their time, energy, and attention. Which w ould be a better use
of time—attending an extra soccer practice in order to start in next w eek’s game or finishing a
history project now to avoid having to w ork on it over the w eekend? Is being in charge of your
family’s recycling as w orthw hile as volunteering tw o hours a w eek at a local soup kitchen?
Young adolescents may resent or shy aw ay from making such decisions, aw are only of the
appeal of each option. This behavior, although frustrating to others, is not really surprising,
since their prefrontal cortex (the furthest-front portion of the brain) is not yet mature enough to
offer much help either in setting priorities or in w eighing the likelihood that it may not be
possible to do everything at once.
Fortunately, a brain development that begins in the midteens, just in time to help w ith such
difficulties, is the maturing of the anterior cingulate gyrus, a ridge in the middle of the frontal
lobes that controls our ability to maintain attention, or to shift attention from one object to
another. A young person may gradually notice an ability to focus thoughts more sharply than
before or keep his or her mind on topics for longer periods. Others w ill also be struck w ith this
development as they hear the adolescent delve into more complex w ays of thinking. In making
plans, for example, adolescence means getting better at allow ing for the unexpected (“ But if I’m
not going to be there by 12, I’ll call you” ), and in conflicts, particularly w here a friend is
involved, it means considering a situation from more than one perspective (“ I know he’s angry,
but he shouldn’t take it out on his girlfriend” ).
Tw o brain structures involved in feeling and thinking—the amygdala, w hich plays an
important role in the processing of emotions, and the hippocampus, crucial for the formation of
memories—increase in volume up to age 18, adding many new synapses to enhance cell-to-cell
communication. Intriguingly, the amygdala grow s proportionately larger in males, w hich may
explain w hy young men often seem to gain an extra measure of irritability and aggressiveness
in early adolescence (although young w omen can certainly show these traits as w ell). In
contrast, the hippocampus increases proportionately more in females, perhaps laying the
groundw ork for their special adeptness at remembering complex social relationships, an ability
that may have helped to promote the survival of our human ancestors.
M eanw hile, the corpus callosum, the thick bundle of nerve fibers best know n for transporting
signals betw een the left and right hemispheres, also undergoes physical change, increasing in
size up to about age 18. The nerve fibers take on more myelin, a fatty w hite matter that acts as
insulation, so that the speed of signaling betw een the hemispheres and among many sites
w ithin each region increases many times. In the hemispheres themselves, a w ave of grow th
adds more nerve fibers to the “ association” cortex, w here the brain translates the data from our
five senses into mental perceptions, and to the regions concerned w ith language. Taken
together, these changes both enable and support an adolescent’s sense of experiencing life w ith
greater intensity, w hile he or she reaches for new language w ith w hich to convey this sense.
Contrary to w hat w e’d expect, some of our mental abilities develop in adolescence not by the
adding of new synapses, but by means of the process scientists have labeled pruning—
eliminating synapses that are w eak or underused. A study of pubertal monkeys, aged about 15
to 20 months, observed a significant loss of one particular type of synapse in the prefrontal
69
cortex. These synapses, w hich allow rapid communication w ith nearby cells but not w ith
distant ones, are distributed in a pattern that looks like stripes, and the authors of the study
suggest that the narrow ing of these stripes is responsible for the notable improvement in shortterm, or w orking, memory that usually takes place by the end of adolescence.
Pubertal hormones appear to play a role in synaptic pruning. The general effect is to refine and
reinforce, rather than replace, the brain’s signal pathw ays, through w hich the nerve cells
exchange chemical and electrical messages. When this intricate process unfolds in normal
fashion, the rew ards are considerable. A young person w ill have gained a new capacity for
abstract thinking, the ability not only to dream but also to plan, and the consolidation of a core
identity, w hich in turn opens the w ay for deeper love relationships and for enduring
satisfaction in w ork, friendships, and many other areas of life.
If young teenagers sometimes appear to be throw n off course by their hearts and their
hormones, they have good reason. Because puberty is usually w ell under w ay, urging young
people tow ard romantic and sexual relationships several years before the brain developments of
adolescence begin to take root, people at this age lack the moderating influence of the frontal
lobes that they w ill later come to rely on. With little impulse control, critical judgment, or a
steady self-image, it is no w onder that young loves or young flings seem to blossom so
suddenly and fade so quickly.
To add to the confusion, puberty, the biological stage of development, comes to some young
people earlier than to their peers, creating an uncomfortable “ maturity gap.” Parents may see a
youngster’s physical and emotional changes outstripping mental development, w hich runs on a
timeline more closely linked to age or experience. Young people going through puberty early
may spend years moving about in the adolescent w orld w ith a sexually mature body and
hormonally activated brain, but still lacking the mental skills to meet adult-level challenges
such as defusing anger and hostility (in themselves or in others), foreseeing the consequences of
their actions, or delaying immediate gratification for the sake of a long-term goal. To a lesser
extent, a feeling of being out of phase—w ith body, brain, and social self all at odds w ith one
another—is a feature of adolescence for almost everyone.
H aving both one’s physical and mental self in flux is w hat makes puberty and adolescence such
a unique stage of life. These years have their perils, but they also bring great opportunities to
explore, to w iden horizons, and to start taking charge of one’s ow n future.
The Real Role of H ormones
If a teenager is moody, goofy, or infatuated, people often attribute that behavior to hormones. It
is important to keep in mind, though, that hormones circulate in our bloodstream not just
during adolescence but throughout our lives, and they serve many purposes beyond those of
sexuality and reproduction. For example, every evening a gradual rise in the hormone
melatonin entices us to sleep; in the morning, peak levels of the hormone cortisol help get us up
and moving. Our w eight and energy levels, along w ith fat storage, are subject to fine-tuning by
a hormone know n as leptin.
In fact, a rise in leptin is one of the hallmarks of puberty for both sexes. But w hereas in girls this
rise is dramatic and sustained, bringing along w ith it an increase in body fat, in boys the
increase in leptin is soon suppressed by the much greater production of testosterone—w hich in
turn brings about the dramatic increase of muscle mass often seen in boys during puberty.
70
A t the cerebral level, pubertal changes in hormones represent a set of new challenges to a brain
system that has successfully maintained regular hormone levels for years. The hypothalamus
and the pituitary gland, the brain sites that coordinate and oversee hormonal systems, need
time to mature and to adjust to new cycles and baselines. With the many interactions and
biochemical feedback loops that take shape at this time, the brain’s hormone-regulating system
is like a living-room thermostat that has been adjusted to exactly the right temperature and then
must suddenly contend w ith the lighting of a hearty blaze in the fireplace.
Just as males and females differ in the nature of their hormonal shifts and in their age of onset,
they are also affected by hormones in different w ays. These variations are possible because
hormones do their job not by circulating passively in the blood but by binding to specific
receptor molecules in various tissues: muscle, skin, fat, larynx, and so on. This is w hy the same
chemical message delivered to receptors in different tissues can produce any number of
different but complementary effects, such as the increasing muscle mass and deepening voice of
a teenage boy, the filling out of the figure of a teenage girl, and the grow th of underarm and
pubic hair in both sexes.
M ajor hormonal shifts can affect the mind as w ell as body, of course, and in adolescence some
of the most familiar effects occur in the realm of mood—w itness the stereotype of a teen w ho’s
alw ays bouncing from despair to elation and back again. In a less exaggerated w ay, almost all
adolescents find that their feelings seem to have gained a new intensity and that they change
and reverse themselves more often than before. M ost evidence from the research attributes this
not only to surges in the sex hormones themselves, w hich can act as mood-altering
neurotransmitters in the brain, but also to the strengthening of signal circuits w ithin
“ emotional” brain sites such as the hippocampus and the amygdala. Within these circuits, the
signal receptors themselves respond not to overall levels of hormones, but to changes in levels.
During puberty this response becomes more pronounced, ow ing to an increase in the density of
receptors.
Tow ard the end of puberty, at about the age of 15 or 16, this system comes under the
moderating influence of the frontal lobes, as signaling pathw ays betw een the tw o regions take
on new layers of myelin to insulate the nerve fibers. With a sharp rise in signaling from the
brain’s executive center, adolescents of both sexes begin to gain the ability to moderate the
pow erful effects of hormones on their emotions and behavior. This crucial development can
take years or even a decade, but the outcome lasts for many decades more. A lthough w e never
become fully able to choose and direct our ow n feelings (and how strange life w ould be if w e
could do this!), reaching adulthood brings more expertise in directing one’s ow n behavior—that
is, w hat w e choose to do w ith our feelings.
The complicated mental and emotional shifts involved in a transition from childhood to
maturity usually have a strong impact not only on the adolescent but on those around her or
him. While the young person may be most aw are of changing feelings and physical states—a
greater need for sleep, inability to concentrate, or overriding preoccupation w ith one idea or
project at a time—others in the family are more likely to notice and to be affected by intense and
changeable moods, perhaps irritability, and often some w ithdraw al from family life (w ith
greater attention to social life).
71
H ealthy Risks
In the context of adolescence, the term risk all too often has alarming association: unprotected
sex, drug use, drinking and driving, and more. But risk isn’t alw ays bad; in fact, human
development w ould be impossible w ithout it. Even our first baby steps came w ith a strong
possibility of bumps and falls, yet w e all took that risk w illingly. A hallmark of maturity is the
ability not to avoid risks but to w eigh them carefully and manage them w ell.
Risk taking is a normal part of adolescence, most researchers agree. A ccording to one school of
thought, novel or slightly dangerous experiences stimulate the release of dopamine, bringing
great pleasure through the circuits of the brain’s “ rew ard system.” A s the chief
neurotransmitter in the rew ard system, dopamine is also responsible for feelings of motivation.
But thrill seeking and the love of novelty do not carry equal w eight in every teenager—several
studies suggest that up to 60 percent of a person’s tendency to act on impulse is inherited in the
genes and may therefore exist to a similar degree in other members of a family.
M any of the risks w e expect adolescents to take—creating romantic relationships, finding and
keeping a responsible job, perhaps traveling far from home for schooling or to live on their ow n
for the first time—obviously are positive, major steps tow ard independence. A t the same time,
from the adult perspective, other risks, involving physical recklessness (say, stunt driving) or
flouting the law (for example, experimenting w ith drugs), may appear not only dangerous but
foolish. It’s often said that young people embrace this kind of risk because “ they think they’re
immortal,” or at least immune from the consequences of their actions. But w hat may really be at
w ork here is a crucial gap betw een w hat young people rationally know and w hat know ledge
they use in making decisions—a gap that fills in gradually as they learn more from the outcome
of each decision.
Sports
For a great many adolescents, of course, the greatest and most w idely assorted kinds of thrill
seeking are found in sports. Particularly in the early teen years, one or tw o sports may become
the overriding preoccupation and organizing principle of a young person’s life—and for many
good reasons. Team sports such as football and soccer, and even relatively solitary sports such
as tennis and cross-country, offer the satisfaction of both physical challenge and mental skill
building, all w ith a built-in social netw ork and a demanding yet sympathetic mentor or tw o.
Persistent effort is rew arded, thus building up motivation (via the dopamine-based rew ard
system discussed above), w hich in turn promotes more effort, and so on, in a gratifying and
healthy cycle. There is even evidence to suggest that participating in sports may help reduce
other kinds of risk taking: for example, a study of female adolescents found that few er than one
fourth (21 percent) of those w ho took part in sports w ere sexually active, as compared w ith half
(50 percent) of those w ith no athletic activities. H ow ever, very intense athletic involvement
carries its ow n risks: another study show ed the likelihood of eating disorders increasing along
w ith the level of competition in a given sport.
Unhealthy Risks
Risk taking in itself is normal and even necessary for learning to live in the w orld, but it
becomes a problem w hen carried out in excess, or w hen it persists in the face of clear w arnings
about significant, needless danger. Some experts in this area point out that adolescents are most
prone to risky behavior in situations presenting new , unexpected challenges—not because of
72
some w eak or trouble-seeking character, but simply because they are inexperienced. A desire to
experience something new doesn’t necessarily guarantee that w e w ill know how to handle it.
We all understand the dangers of, say, reckless driving, but young people may be less adept at
keeping those rather impersonal, statistical w arnings in mind w hen they suddenly have to
make a real live decision w ith friends and peers looking on.
This is one reason that practice w ith risk-carrying situations, especially talking them over
beforehand w ith people an adolescent trusts, can be very helpful. Forethought and discussion
also put decisions into better context, enabling a teenager to take into account the thoughts of
people close to them but detached from the immediate situation. The N ational Longitudinal
Study on A dolescent H ealth, w hich surveyed more than 12,000 high school students throughout
the country, has noted that feelings of “ connectedness” (feeling close to people at school, fairly
treated by teachers, and loved and w anted at home) helped significantly to low er an
individual’s likelihood of emotional distress, early sexual activity, substance abuse, violence,
and suicide.
Kaleidoscope of Changes
Common sense tells us that periods of major development, like that of the brain in adolescence,
must include a certain amount of disruption and inconsistency. For this reason, “ normal”
adolescence is easier to recognize by its successful outcome than by any of the ups and dow ns
of a few days or a few w eeks.
The many different societies of the w orld define adolescence in their ow n w ay: some as the
beginning of adult life, others as a distinct age that bridges childhood and adulthood. But
w hether a society marks this stage of life w ith an arranged marriage, training as a w arrior, or
the aw arding of a driver’s license, the message is that the young person w ill now take on more
w eighty responsibilities along w ith greater independence. The shifting expectations of people
surrounding a new adolescent w ill create some of the frustrating constraints, as w ell as many of
the most exciting opportunities, that aw ait him or her in the next several years.
A ll the restructuring and rew iring in the brain that has been discussed in this chapter has one
essential purpose: to provide the physical basis for the remarkable mental grow th that is the
w ork of adolescence. Childhood’s “ w indow s” of optimal time for certain kinds of learning
(foreign languages, superior athletic or musical skills) have been left behind, but the w indow s
for other, more far-reaching kinds of learning now appear. By late adolescence the brain has
achieved the ability to sustain attention but also to manage several demands at once; to
experience all the physical impulses and drives of an adult but also to decide consciously w hen
to act on them; to think more precisely but also more profoundly. A nd the best is yet to come.
Capable as the brain has now become, it w ill continue to grow and develop for many years
more.
73
The Center for Adolescent Health
proudly announces the publication of our new book
THE TEEN YEARS
explained
by Dr. Clea McNeely and Jayne Blanchard
Science-based and
accessible, this
practical guide to
healthy adolescent
development is an
essential resource
for parents and all
people who work
with young people.
For more information,
contact Jayne Blanchard at [email protected]
or visit our website:
www.jhsph.edu/adolescenthealth
“Add this book to the
‘must-read’ list.”
—Karen Pittman,
Forum for Youth
Investment
74
ADOLESCENT DEVELOPMENT
bibliography
Adolescence - Grand Theories Of Adolescent Development, Biological Changes Associated With
Puberty - Social Changes Associated with Adolescence in Western Industrialized Countries.
http://social.jrank.org/pages/16/Adolescence.html
American Psychological Association. (2002). Developing adolescents: A reference for
professionals. Washington D.C. www.apa.org/pi/cyf/develop.pdf
Arnett JJ. (1998). Learning to stand alone: The contemporary American transition to adulthood
in cultural and historical context. Human Development, 41, 295-315.
Arnett JJ. (2000). Emerging adulthood: A theory of development from late teens through the
twenties. American Psychologist, 55(5), 469-480.
Arnett JJ. (2004). Emerging Adulthood: The Winding Road from the Late Teens through the
Twenties. Oxford University Press.
Biro F and Praeger S. (2001). Pubertal growth and maturation. Columbus OH: Ohio
Department of Health.
Carr-Gregg, M. Developmental Tasks of Normal Adolescence.
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Commission on Behavioral and Social Sciences and Education. (1999). Adolescent
Development and the Biology of Puberty: Summary of a Workshop on New Research.
Washington, DC: National Academy Press.
http://books.nap.edu/openbook.php?record_id=9634&page=17
Consultative Group on Early Childhood Care and Development. Principles of Child
Development. Toronto, Ontario.
www.ecdgroup.com/principles_child_development.asp
Doyle, AB and Moretti, MM. (2000). Attachment to Parents and Adjustment in Adolescence:
Literature Review and Policy Implications. Ottawa, Canada.http://www.phacaspc.gc.ca/dca-dea/publications/pdf/attachment_adolescent_e.pdf
Eccles E and Gootman JA (eds). (2002). Community programs to promote youth
development. Washington, DC: National Academy Press.
Furstenberg Jr. FF (Spring 2010). On a New Schedule: Transitions to Adulthood and Family
Change. Future of Children- Transition to Adulthood, 20(1), 67-87.
www.futureofchildren.org/futureofchildren/publications/journals/journal_details
/index.xml?journalid=72
state adolescent health resource center
university of minnesota
page 1
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bibliography
Giedd JN, Blumenthal J, Jeffries NO, Castilanos FX, Liu H, Zijdenbos A, Paus T, Evans
AC and Rapoport JL. (1999). Brain development during childhood and adolescence: A
longitudinal MRI study. Nature Neuroscience, No. 2, 861-863.
Goldscheider F and Goldscheider C. (1994). Leaving and returning home in the 20th Century
America. Population Bulletin, 48(4), 1-35.
McNeely C and Blanchard J. (2010). The teen years explained: A guide to healthy adolescent
development. Center for Adolescent Health, Johns Hopkins Bloomberg School of
Public Health. www.jhsph.edu/adolescenthealth
Morgan, E and !Huebner A (2008). Adolescent Growth and Development. Virginia
Polytechnic Institute and State University Cooperative Extension.
http://www.ext.vt.edu/pubs/family/350-850/350-850.html
National Research Council, Institute of Medicine, and Transportation Research Board.
(2007). Preventing Teen Motor Crashes: Contributions from the Behavioral and Social
Sciences, Workshop Report. Program Committee for a Workshop on Contributions
from the Behavioral and Social Sciences in Reducing and Preventing Teen Motor
Crashes. Washington, DC: The National Academies Press.
Ozretich, RA and Bowman, SR. (2001). Middle Childhood and Adolescent Development.
Oregon. State University Extension Service.
http://extension.oregonstate.edu/catalog/html/ec/ec1527/
Perkins, DF. (2001). Adolescence: Developmental Tasks. FCS 2118. Gainesville, FL:
University of Florida Extension.
Rumbaut RG. (2006). Young Adults in the United States. Network on Transitions to
Adulthood, Working Paper 4.
http://www.transad.pop.upenn.edu/downloads/Young%20Adults%20in%20the%
20United%20States%20-%20A%20Profile.pdf
Resource Center for Adolescent Pregnancy Prevention. (2003). Topics in Brief: Adolescent
Development. www.etr.org/recapp/index.cfm?fuseaction=pages.TopicsInBrief
Detail&PageID=38
Schorr LB and Marchand V. (2007). Pathway to successful young adulthood.W.K Kellogg
Foundation.
http://sccounty01.co.santacruz.ca.us/prb/media%5Cpathway%20to%20successful
%20young%20adulthood.pdf
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Scott ME, Schelar E, Manlove J and Cui C. (2009). Young adult attitudes about relationships
and marriage: Times may have changed but expectations remain high. Washington, DC:
Child Trends. www.childtrends.org/Files/Child_Trends2009_07_08_RB_YoungAdultAttitudes.pdf
Setterseten Jr. RA and Ray B. (Spring 2010). What’s Going on with Young People Today?
The Long and Twisting Path to Adulthood. Future of Children- Transition to
Adulthood, 20(1), 19-41.
www.futureofchildren.org/futureofchildren/publications/journals/journal_details
/index.xml?journalid=72.
Simpson, A. Rae. (2001). Raising Teens: A Synthesis of Research and a Foundation for Action.
Center for Health Communication, Harvard School of Public Health.
www.hsph.harvard.edu/chc/parenting/raising.html
Steinberg L. (2006 online). Risk taking in adolescence: What changes and why. Annals of the
New York Academy of Sciences, Vol. 1021, 51-58.
Steinberg L. (2009). Should the science of adolescent brain development inform public policy?
American Psychologist, 64(8), 739-750.
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Population Reports, Series P-20, No. 520). Washington, DC: U.S. Government
Printing Office. http://www.census.gov/prod/2000pubs/p20-520.pdf
U.S. Bureau of Census. (2004). Geographic mobility: March 2002 to March 2003.
Washington D.C. http://www.census.gov/prod/2000pubs/p20-520.pdf
Wald M and Martinez T. (2003). Connected by 25: Improving the life chances of the country’s
most vulnerable 14-24 year olds. William and Flora Hewlett Foundation: Menlo Park,
CA.
page 3
77
78
One new thing I learned today w as ….
In w hat w ay(s) did the training change the w ay you see adolescents?
Too much of…
Too little of …
I know w hat I can do in my job (actions, strategies, policies) to support the
development of young people.
1
2
3
4
5
6
7
8
Not really
9
10
Yes, definitely!
One w ay that I w ill apply w hat I learned today w ill be…
One w ay that this training could be improved…
79
80
PRESENTATIONS
Friday, November 9
Breakout Session A: Become an Ask-Able Adult
Stacey Dallas and Anitra Henderson
MCHD ThinkTeen! Initiative
Location: Museum
Objectives:
1. Recognize the need for Ask-able Adults to help teens make healthy decisions about
contraception and safer sex.
2. Explore the legal, professional and ethical criteria for defining their boundaries when
helping a teen.
3. Review data on adolescent sexual behavior, decision-making, adolescent development and
sexuality education needs pertinent to contraception and safer sex.
4. Consider how personal history, values and attitudes affects the work one does with youth
around sexuality issues and being an Ask-able Adult.
5. Specify and suggest referrals for teens for contraceptives and safer sex needs.
6. Discuss communication skills necessary for being an Ask-able Adult.
7. Practice being an Ask-able Adult.
Notes:
81
PRESENTATIONS
Notes:
82
PRESENTATIONS
Friday, November 9
Breakout Session C: Adults Empowering Youth
Tom Klaus and Samantha Shinberg
Advocates for Youth
Objectives:
1. Define the elements of effective youth-adult partnerships in regard to sexual health programs and role of the Youth Leadership Team (YLT).
2. Recognize one’s own values and perceptions regarding youth-adult partnerships.
3. Identify benefits, barriers, and effective strategies for youth-adult partnerships in YLT
programmatic efforts.
4. Assist participants in gaining additional skills for integrating youth-adult partnerships in
their interactions and efforts with YLT members.
Notes:
83
PRESENTATIONS
Notes:
84
PRESENTATIONS
Friday, November 9
Breakout Session D: Sex Education in Schools
Elainer Jones
Location: Classroom inside Museum
Objectives:
1. Participants will be able to interpret the Alabama Health Course of Study and Alabama’s
Sex Education Law.
2. Participants will recognize and interpret the importance of reinforcing positive health behaviors in school, home, and the community.
Notes:
85
PRESENTATIONS
Notes:
86
Our Mission: Provide statewide leadership on the issue of teen pregnancy
prevention through collaboration, education, training and
advocacy; thereby reducing teen pregnancy and improving the well-being
of Alabama's children, families and communities.
About the Campaign
The Alabama Campaign to Prevent Teen Pregnancy (ACPTP) is a 501(c)(3) nonprofit organization focused on the issue of
teen pregnancy prevention. ACPTP is founded on the belief that reducing the rate of teen pregnancy is one of the most
direct means available to improve overall child wellbeing, ensure a healthy adolescence and adulthood, and to reduce
persistent poverty. ACPTP works throughout Alabama to raise awareness about the complexities of teen pregnancy and teen
childbearing and promotes the review and implementation of evidence-based teen pregnancy prevention programs.
Campaign Activities









Promote understanding and awareness of the issue of teen pregnancy through the publication of newsletters and issue
specific fact sheets.
Provide knowledge about the importance of a coordinated approach to teen pregnancy prevention through workshops,
seminars, and speaking engagements.
Participate in local coalition building initiatives focusing on the needs of children and youth.
Offer technical assistance and training on program and curricula evaluation.
Create and maintain a resource library of books, reports, brochures, videos, and curricula pertaining to teen pregnancy
and adolescent health.
Research and analyze teen pregnancy data in Alabama counties.
Sponsor annual teen pregnancy prevention conference.
Establish collaborative partnerships with state and community organizations to promote teen pregnancy prevention
efforts.
Serve as a liaison between Alabama and national organizations about teen pregnancy prevention in Alabama.
Vision and Value Statements
Vision Statement:
ACPTP envisions healthy youth with the skills as adults to build strong families and communities.
Value Statements:
 ACPTP values the investment in teen pregnancy prevention and services.
 ACPTP values access to medically-accurate and complete reproductive health information and care.
 ACPTP values the diversity of opinion and the power of working in partnership.
 ACPTP values youth as assets in our communities.
 ACPTP values the participation of parents, caregivers, community based organizations, schools, faith communities and
policy makers.
412 N. Hull Street * Montgomery, AL 36104
334-265-8004 (ph) * 334-265-8033 (fax)
acptp.org * facebook.com/acptp * twitter.com/AlabamaCampaign
87
Resource Menu
Evidence-Based Programs
County and State Specific Information
The Alabama Campaign to Prevent Teen Pregnancy has a
number of evidence-based programs that are available for
review in the Campaign’s Resource Library. Programs
include:
 Be Proud! Be Responsible!
 Reducing the Risk
 SiHLE
 Teen Outreach Program (TOP)
Easy-to-read graphs and reports detailing teen pregnancy
and teen childbearing in Alabama can be found by
clicking on the state map on our website. Information
includes:
 Ten year teen pregnancy rate graphs
 State maps detailing teen pregnancy rates covering
years 2005-2010
 Links to ADPH for estimated teen pregnancies and
births (Females aged 10-19)
 Alabama At-A-Glance estimated teen pregnancies and
births (Females aged 15-19)
For more information on evidence-based programs and
to view the complete list of programs available for review,
visit the Evidence-Based Programs tab on our website.
Workshops/Presentations/Trainings
Annual Conference
ACPTP hosts an annual conference in the spring of each
year. The conference focuses on a wide-range of topics
pertaining to teen pregnancy, including:
 Reframing Youth Issues
 The 17 Characteristics of Effective Sex and STD/
HIV Education Programs
 Positive Youth Development
For more information on past conferences, please visit
the Training tab on our website. For information on our
next conference, please visit the website regularly or sign
up for our eNews.
Resources
The Alabama Campaign offers a variety of resources for
loan. They may be accessed by visiting the Resources tab
on our website and clicking on the ACPTP Resource
Library link. Resources include:
 Books
 Tapes
 Videos
 Evidence-Based Curricula
 Web Links
Campaign staff and partners offer training and outreach
on a variety of topics related to teen pregnancy
prevention.
Examples of workshops/presentations/
trainings may be found at the Training tab on the website
and include:
 Training of Educators (TOE) on several evidencebased curricula, including Reducing the Risk, Making a
Difference, and Making Proud Choices
 Introduction to Evidence-Based Approaches and
Programs to Prevent Teen Pregnancy
 Media Influence on Adolescent Sexual Behavior
 Myths and Realities of Teenage Motherhood and
Marriage
 Teen Pregnancy and Teen Childbearing in Alabama
 Risk and Protective Factors – Defining the
Characteristics of Effective Programs
 Customized trainings can be created in order to meet
organizational needs
eNews and Social Networking
To receive regular updates from the
Campaign, sign up for our eNews by
visiting our website at acptp.org. You
can also follow us on Facebook and
Twitter.
334-265-8004 (ph) * 334-265-8033 (fax)
acptp.org * facebook.com/acptp * twitter.com/AlabamaCampaign
88
80.4
U.S.
76.0
75.7
2002
73.7
75.3
72.2
75.5
70.6
72.0
71.5
75.8
*
75.6
*
74.1
2008
*
71.5
2009
*
61.4
45.3
U.S.
42.9
52.1
2002
41.6
52.2
41.1
52.3
40.5
49.6
41.9
53.3
42.5
53.8
41.5
52.0
2008
37.9
50.7
2009
34.3
43.5
2010
8,808
8,420
2002
8,075
8,096
7,755
8,507
8,640
8,408
2008
8,204
2009
7,336
2010
1 National Campaign to Prevent Teen and Unplanned Pregnancy
2 Alabama Dept. of Public Health, Center for Health Statistics
412 North Hull Street * Montgomery, AL 36104 * 334-265-8004 (ph) * 334-265-8033 (fax) * www.acptp.org
facebook.com/acptp * twitter.com/AlabamaCampaign
NOTES: National trends in teen pregnancy and teen childbearing are calculated based upon the occurrence of an event in the population of girls aged 15-19. The Alabama Department of Public
Health (ADPH) reports teen pregnancy and teen birth statistics from the population of girls aged 10-19. The Alabama Campaign to Prevent Teen Pregnancy recalculated data from ADPH to
determine the teen pregnancy and teen birth rates for girls aged 15-19 in Alabama. The most current pregnancy and birth rates are reflected on this fact sheet.
Alabama
2001
Number of Births (Females aged 15-19) 2
2003
2004
2005
2006
2007
Number of Births to Teens: In Alabama the number of births to teens aged 15-19 decreased in 2010 to 7,336,
down from 8,204 in 2009.
54.8
Alabama
2001
Teen Birth Rate (Females aged 15-19) 1, 2
2003
2004
2005
2006
2007
Teen Birth Rate: In Alabama, the teen birth rate among females aged 15-19 decreased to 43.5 in 2010, down from
the rate of 50.7 in 2009. Nationally, the teen birth date declined 9%, a record decline for the nation.
*Teen pregnancy rate data is not available for the U.S. from 2007-2010.
80.7
Alabama
2001
Teen Pregnancy Rate (Females aged 15-19) 1
2003
2004
2005
2006
2007
2010
2010 Alabama At-A-Glance
Teen Pregnancy Rate: In Alabama the teen pregnancy rate among females aged 15-19 decreased to 61.4 in
2010, down from the rate of 71.5 in 2009.
89
90
April 29, 2012
91
334-265-8004 (ph) * 334-265-8033 (fax)
www.acptp.org * facebook.com/acptp * twitter.com/AlabamaCampaign
To provide statewide leadership on the issue of
teen pregnancy prevention through collaboration,
education, training, and advocacy; thereby reducing
teen pregnancy and improving the well-being of Alabama’s
children, families, and communities.
Our
Mission
92
The Cost
6 in 10 sexually active Alabama teens used a condom during last sexual intercourse.
3 in 10 Alabama teens have had four or more sexual partners in their lifetime.
6 in 10 Alabama teens have ever had sexual intercourse in their life.
32.5.
$61 million
$38 million
$192 million on teen childbearing.
$25 million
$33 million
$35 million
In 2008, the state of Alabama spent
2
Lack of investment in medically-accurate, age-appropriate, evidence-based sexual health education
programs has real economic costs.
Almost
Almost
Almost
7,446.
The 2011 Youth Risk Behavior Survey indicates that :
1
The actual number of teen births in 2010 was
In 2010, the Alabama teen pregnancy rate for girls aged 10 to 19 was
The Evidence
In Alabama, a lack of investment in medically-accurate, age-appropriate, evidence-based
sexual health education has resulted in some of the highest teen pregnancy and
teen childbearing rates in the United States.
The Concern
National Campaign to Prevent Teen and Unintended
Pregnancy, Counting It Up: http://
www.thenationalcampaign.org/costs/default.aspx
2 The
Endnotes:
1 CDC, Office of Adolescent and School Health: http://
www.cdc.gov/HealthyYouth/yrbs/index.htm
Mobile County—Community Wide Teen
Pregnancy Prevention Initiative
Montgomery County—Making a Difference
in Montgomery Public Schools
Macon County—Tier 1 Teen Pregnancy
Prevention Program, Making A Difference
Alabama Department of Public
Health—Promoting Responsible Education Program (PREP), Reducing the Risk in
Jefferson, Montgomery and Tuscaloosa
Counties
Boys & Girls Clubs—Making Proud Choices
in Elmore, Lee, Madison, and Montgomery
counties
AIDS Alabama—Making Proud Choices in
Sumter County
Alabama receives federal funds and
community organizations invest private
funds to implement EBPs across the state.
Below are some examples of EBPs in our
state...
Evidence-based programs (EBP) provide
young people with medically-accurate and
age-appropriate sexual health education.
These programs are effective at changing
four sexual risk-taking behaviors:
1. EBP can delay sexual debut.
2. EBP can decrease the frequency of sex.
3. EBP can increase condom &/or
contraceptive use for sexually-active
young people.
4. EBP can decrease the number of
sexual partners.
The Solution
National Sexuality
Education Standards
Core Content and Skills, K–12
93
Special thanks to the following organizations for their
partnership in developing and disseminating the National
Sexuality Education Standards: Content and Skills, K–12:
The American Association of Health Education (www.
aahperd.org/aahe) serves educators and other professionals
who promote the health of all people through education
and health promotion strategies.
The American School Health Association (www.ashaweb.
org) works to build the capacity of its members to plan,
develop, coordinate, implement, evaluate and advocate for
effective school health strategies that contribute to optimal
health and academic outcomes for all children and youth.
The National Education Association – Health Information
Network (www.neahin.org) works to improve the health
and safety of the school community through disseminating
information that empowers school professionals and
positively impacts the lives of their students.
The Society of State Leaders of Health and Physical
Education (www.thesociety.org) utilizes advocacy,
partnerships, professional development and resources to
build the capacity of school health leaders to implement
effective health education and physical education policies
and practices that support success in school, work and life.
The Future of Sex Education (FoSE) Initiative is a
partnership between Advocates for Youth, Answer and
the Sexuality Information and Education Council of the
U.S. (SIECUS) that seeks to create a national dialogue
about the future of sex education and to promote the
institutionalization of comprehensive sexuality education
in public schools. To learn more, please visit
www.futureofsexed.org.
This publication was generously supported by a grant from
an anonymous source and The George Gund Foundation.
The partners wish to thank Danene Sorace, consultant to the
FoSE Initiative for her hard work and dedication.
©2011 the Future of Sex Education Initiative
Suggested citation: Future of Sex Education Initiative. (2012).
National Sexuality Education Standards: Core Content and
Skills, K-12 [a special publication of the Journal of School
Health]. Retrieved from http://www.futureofsexeducation.
org/documents/josh-fose-standards-web.pdf
94
Table of Contents
National Sexuality Education Standards: Core Content and Skills, K–12 Advisory Committee
4
Additional Reviewers
5
Introduction and Background
6
Rationale for Sexuality Education in Public Schools
7
The National Sexuality Education Standards
8
Role of Education Standards
8
Goal of the National Sexuality Education Standards 9
Guiding Values and Principles
9
Theoretical Framework
9
Topics and Key to Indicators
10
Standards by Grade Level
12
Standards by Topic Area
24
National Resources
37
For Teachers
36
For School Administrators
38
For Parents
38
For Middle and High School Students
38
Glossary
39
References
41
95
National Sexuality Education Standards
National Sexuality Education Standards:
Core Content and Skills, K–12 Advisory Committee
Laurie Bechhofer, MPH
HIV/STD Education Consultant
Michigan Department of Education
Robert McGarry, EdD
Director of Training and Curriculum Development
Gay, Lesbian and Straight Education Network (GLSEN)
Nora Gelperin, MEd
Director of Training
Answer
Linda Moore
Acting Executive Director
American Association for Health Education
Eva Goldfarb, PhD, LHD (hon)
Professor
Montclair State University
Linda Morse, RN, NJ-CSN, MA, CHES
President Elect
American School Health Association
Mal Goldsmith, PhD, MCHES, FASHA, FAAHE
Professor Emeritus
Southern Illinois University
Buzz Pruitt, EdD
Professor
Texas A&M University
Debra Hauser, MPH
Executive Vice President
Advocates for Youth
Monica Rodriguez, MS
President & CEO
Sexuality Information and Education Council of the United
States (SIECUS)
Nora L. Howley, MA
Manager of Programs
National Education Association–Health Information
Network
Deborah Roffman, MS, CSE
Sexuality Educator and Consultant
The Park School of Baltimore
Barbara Huberman, RN, BSN, MEd
Director of Education and Outreach
Advocates for Youth
Elizabeth Schroeder, EdD, MSW
Executive Director
Answer
Leslie M. Kantor, MPH
Director of National Education Initiatives
Planned Parenthood Federation of America
Jennifer Heitel Yakush
Director of Public Policy
States (SIECUS)
Kyle Lafferty, MPH, MST, CHES
HIV Program Director
The Society of State Leaders of Health and Physical
Education
4
Danene Sorace, MPP
Consultant, Future of Sex Education Initiative
96
Drafts of the sexuality education core content and skills
document were reviewed by a diverse group of professionals with expertise in sexuality, public education, public
health, child and adolescent medicine, and psychology. We
wish to thank these individuals for their work:
Nancy Hudson, RN, MS, CHES, Council of Chief State
School Officers
JeNeen Anderson, MPH, National Association of State
Boards of Education
Emily Kitchen, Indiana University Student
Deborah Arrindell, American Social Health Association
Elissa M. Barr, PhD, University of North Florida
Heather Boonstra, Guttmacher Institute
Diane Brown, EdD, Widener University
Kim Robert Clark, DrPH, San Bernardino County
Superintendent of Schools, CA
Linda Juszczak, National Assembly on School-Based
Health Care
Maureen Kelly, Planned Parenthood of the Southern
Finger Lakes
Douglas Kirby, PhD, ETR Associates
Cynthia Lam, Sex, Etc. Teen Editorial Staff
Jessica Lawrence, MS, Bogli Consulting, Inc.
Konstance McCaffree, PhD, CFLE, CSE, Widener University
Ronna Popkin, MS, Columbia University
Valerie Rochester, Black Women’s Health Imperative
Stephen Conley, PhD, American School Health Association
John Santelli, MD, MPH, Columbia University
Sam Dercon, Sex, Etc. Teen Editorial Staff
Debra Shapiro, Society for Public Health Education
Bonnie J. Edmondson, EdD, Connecticut State Department
of Education
Samantha Shinberg, Advocates for Youth Intern
Barb Flis, Parent Action for Healthy Kids, MI
Veronica Bayetti Flores, National Latina Institute for
Reproductive Health
Elizabeth Gallun, MA, Prince George’s County Public
Schools, MD
Melissa Grigal, East Brunswick School District, NJ
The Rev. Debra W. Haffner, MPH, M.Div., Religious Institute
Bonni C. Hodges, PhD, State University of New York College
at Cortland
Heather Holaday, District of Columbia Public Schools
Susan Telljohann, HSD, CHES, University of Toledo
Melanie Tom, Asian Communities for Reproductive Justice
Al Vernacchio, MSEd, Friends’ Central School, PA
Jenna Weiss, University Middle School, NJ
David Wiley, PhD, Texas State University
Kelly Wilson, PhD, CHES, Texas State University
Pam Wilson, MSW, Sexuality Educator and Trainer
Susan N. Wilson, MSEd, Sexuality Education Consultant
Michael Young, PhD, FAAHB, New Mexico State University
Mark Huffman, MTS, Independent Trainer and Consultant
Pete Hunt, MPH, MEd, Centers for Disease Control and
Prevention (CDC),Division of Adolescent and School Health
The reviewers above provided many valuable comments
to the draft documents. Organizational affiliations are
included for identification purposes only.
97
5
Introduction and Background
The goal of the National Sexuality Education Standards:
Core Content and Skills, K–12 is to provide clear, consistent
and straightforward guidance on the essential minimum,
core content for sexuality education that is developmentally and age-appropriate for students in grades K–12.The
development of these standards is a result of an ongoing
initiative, the Future of Sex Education (FoSE). Forty individuals from the fields of health education, sexuality education, public health, public policy, philanthropy and advocacy convened for a two-day meeting in December 2008
to create a strategic plan for sexuality education policy and
implementation. A key strategic priority that emerged from
this work was the creation of national sexuality education
standards to advance the implementation of sexuality
education in US public schools.
• Provide a clear rationale for teaching sexuality education content and skills at different grade levels that
is evidence-informed, age-appropriate and theorydriven.
• Support schools in improving academic performance
by addressing a content area that is both highly relevant to students and directly related to high school
graduation rates.
• Present sexual development as a normal, natural,
healthy part of human development that should be a
part of every health education curriculum.
• Offer clear, concise recommendations for school personnel on what is age-appropriate to teach students
at different grade levels.
• Translate an emerging body of research related to
school-based sexuality education so that it can be put
into practice in the classroom.
Specifically, the National Sexuality Education Standards
were developed to address the inconsistent implementation of sexuality education nationwide and the limited time
allocated to teaching the topic. Health education, which
typically covers a broad range of topics including sexuality
education, is given very little time in the school curriculum. According to the School Health Policies and Practices
Study, a national survey conducted by the Centers for
Disease Control and Prevention’s Division of Adolescent
School Health to assess school health policies and practices, a median total of 17.2 hours is devoted to instruction in
HIV, pregnancy and STD prevention: 3.1 hours in elementary, 6 hours in middle and 8.1 hours in high school.1
The National Health Education Standards2 (NHES) heavily influenced the development of the National Sexuality
Education Standards. First created in 1995 and updated in
2007, the NHES were developed by the Joint Committee on
National Health Education Standards of the American Cancer Society and widely adopted by states and local school
districts. The NHES focus on a student’s ability to understand key concepts and learn particular skills for using that
content. These standards were developed to serve as the
underpinning for health education knowledge and skills
students should attain by grades 2, 5, 8 and 12. The NHES
do not address any specific health content areas, including content for sexuality education.
Given these realities, the National Sexuality Education
Standards were designed to:
• Outline what, based on research and extensive professional expertise, are the minimum, essential content
and skills for sexuality education K–12 given student
needs, limited teacher preparation and typically available time and resources.
• Assist schools in designing and delivering sexuality education K–12 that is planned, sequential and part of a
comprehensive school health education approach.
The National Sexuality Education Standards were further
informed by the work of the CDC’s Health Education Curriculum Analysis Tool (HECAT)3; existing state and international education standards that include sexual health content;
the Guidelines for Comprehensive Sexuality Education:
Kindergarten – 12th Grade4; and the Common Core State
Standards for English Language Arts and Mathematics5,
recently adopted by most states.
6
98
Rationale for Sexuality Education in Public Schools
Rationale for Sexuality
Education in Public Schools
For years, research has highlighted the need to provide
effective, comprehensive sexuality education to young
people. The US has one of the highest teen pregnancy
rates in the industrialized world.6 Each year in the US,
more than 750,000 women ages 15–19 become pregnant,7
with more than 80 percent of these pregnancies unintended.8 Furthermore, while young people in the US ages
15–25 make up only one-quarter of the sexually active
population, they contract about half of the 19 million sexually transmitted diseases (STDs) annually. This equates to
one in four sexually active teenagers contracting a sexually
transmitted disease each year.9 And young people ages
13–29 account for about one-third of the estimated 50,000
new HIV infections each year, the largest share of any age
group.10
There is also a pressing need to address harassment, bullying and relationship violence in our schools, which have
a significant impact on a student’s emotional and physical
well-being as well as on academic success. According to
the 2009 National School Climate Survey, nearly 9 out of
10 lesbian, gay, bisexual or transgender (LGBT) students
reported being harassed in the previous year. Two-thirds of
LGBT students reported feeling unsafe and nearly one-third
skipped at least one day of school because of concerns
about their personal safety. LGBT students who reported
frequent harassment also suffered from lower grade point
averages.11
Similarly, teen relationship violence continues to be a
pressing problem. Although frequently under-reported, ten
percent of teens are physically harmed by their boyfriend
or girlfriend in a given year.12
Studies have repeatedly found that health programs in
school can help young people succeed academically.
The most effective strategy is a strategic and coordinated
approach to health that includes family and community
involvement, school health services, a healthy school
environment and health education, which includes sexuality education.13 14 15 In fact, an extensive review of school
health initiatives found that programs that included health
education had a positive effect on overall academic outcomes, including reading and math scores.15
Evaluations of comprehensive sexuality education programs show that many of these programs can help youth
delay the onset of sexual activity, reduce the frequency of
sexual activity, reduce the number of sexual partners, and
increase condom and contraceptive use.16 17 Researchers
recently examined the National Survey of Family Growth to
determine the impact of sexuality education on sexual risktaking for young people ages 15-19, and found that teens
who received comprehensive sexuality education were 50
percent less likely to report a pregnancy than those who
received abstinence-only education.18
The CDC has also repeatedly found that student health
behaviors and good grades are related, stating: “…students
who do not engage in health-risk behaviors receive higher
grades than their classmates who do engage in health-risk
behaviors.”19
Further, studies show that physical and emotional healthrelated problems may inhibit young people from learning
by reducing their motivation to learn; diminishing their
feelings of connectedness to school; and contributing to
absenteeism and drop out.13 20
An example related to sexuality education is teen pregnancy.
Teen pregnancy often takes a particular toll on school connectedness for both partners, representing a major disruption in many teens’ lives and making it difficult to remain
in and/or engaged in school. Many pregnant and parenting
teens experience lower grades and higher dropout rates
than their non-parenting peers. In fact, research shows
that only 51 percent of pregnant and parenting teens
graduate from high school as compared to 89 percent of
their non-pregnant and parenting peers.21
Given the evidence that connects lower risk behaviors
to academic success, schools clearly have as vested an
interest in keeping students healthy as do parents and
other community members. In providing comprehensive
sexuality education programs, schools support student
health and as such further foster young people’s academic
achievement.
Parents overwhelmingly favor comprehensive sexuality education in public school at the national and state
99
7
levels.22 23 24 25 In 2004, National Public Radio (NPR), the
Kaiser Family Foundation and the Kennedy School of Government released a poll that indicated:
• Ninety-three percent of parents of junior high school
students and 91 percent of parents of high school students believe it is very or somewhat important to have
sexuality education as part of the school curriculum.
• Ninety-five percent of parents of junior high school
students and 93 percent of parents of high school
students believe that birth control and other methods
of preventing pregnancy are appropriate topics for
sexuality education programs in schools.
• Approximately 75 percent of parents believed that
the topic of sexual orientation should be included in
sexuality education programs and “discussed in a way
that provides a fair and balanced presentation of the
facts and different views in society.”
• Eighty-eight percent of parents of junior high school
students and 85 percent of parents of high school students believe information on how to use and where to
get contraceptives is an appropriate topic for sexuality
education programs in schools.26
The National Sexuality Education Standards set forth minimum, essential sexuality education core content and skills
responsive to the needs of students and in service to their
overall academic achievement and sexual health. They
fulfill a key recommendation of the White House Office of
National AIDS Policy’s National HIV and AIDS Strategy for
the United States, which calls for educating all Americans
about the threat of HIV and how to prevent it. This recommendation includes the goal of educating young people
about HIV and emphasizes the important role schools can
play in providing access to current and accurate information. The strategy notes that it is important to provide
access to a baseline of information that is grounded in the
benefits of abstinence and delaying or limiting sexual activity, while ensuring that youth who make the decision to
be sexually active have the information they need to take
steps to protect themselves.27
In addition, the National Sexuality Education Standards satisfy a key recommendation of the Office of the Surgeon
General’s National Prevention and Health Promotion
Strategy, which calls for the provision of effective sexual
health education, especially for adolescents. This strategy
notes that medically accurate, developmentally appropriate, and evidence-based sexual health education provides
students with the skills and resources that help them make
informed and responsible decisions.28
National Sexuality
Education Standards
The Role of Education Standards
Educational standards are commonplace in public education and are a key component in developing a rich learning
experience for students. The purpose of standards in general is to provide clear expectations about what students
should know and be able to do by the conclusion of certain
grade levels. Other equally important components of the
student learning experience include pre-service teacher
training, professional development and ongoing support
and mentoring for teachers, clear school policies that support sexuality education implementation and the teachers
who deliver sexuality education, a sequential, age-appropriate curriculum that allows students to practice key skills
and assessment tools for all of these elements.
Standards are an important part of the educational process, but they do not provide specific guidance on how a
topic area should be taught. They also generally do not
address special needs students, students for whom English
is their second language, or students with any of the other
unique attributes of a given classroom or school setting.
In addition, although recommendations made here are
based on grade level, children of the same age often
8
develop at different rates and some content may need to
be adapted based on the needs of the students.
Sexuality education standards specifically should accomplish the following:
• Provide a framework for curriculum development,
instruction and student assessment.
• Reflect the research-based characteristics of effective
sexuality education.
• Be informed by relevant health behavior theories and
models.
• Focus on health within the context of the world in
which students live.
• Focus on the emotional, intellectual, physical and
social dimensions of sexual health.
• Teach functional knowledge and essential personal
and social skills that contribute directly to healthy
sexuality.
• Focus on health promotion, including both abstinence
from and risk reduction pertaining to unsafe sexual
behaviors.
• Consider the developmental appropriateness of material for students in specific grade spans.
• Include a progression from more concrete to higherorder thinking skills.
100
• Allow for the integration of more general health content as appropriate.2
Goal of the National Sexuality Education Standards
The goal of the National Sexuality Education Standards:
Core Content and Skills, K–12 is:
To provide clear, consistent and straightforward guidance
on the essential minimum, core content for sexuality education that is age-appropriate for students in grades K–12.
Guiding Values and Principles
The National Sexuality Education Standards are informed
by the following guiding values and principles based on
current theory, research in the field and the National
Health Education Standards Review and Revision Panel:
1. Academic achievement and the health status of students are interrelated, and should be recognized as
such.
2. All students, regardless of physical or intellectual
ability, deserve the opportunity to achieve personal
health and wellness, including sexual health.
3. Instruction by qualified sexuality education teachers is
essential for student achievement.
4. Sexuality education should teach both information and
essential skills that are necessary to adopt, practice,
and maintain healthy relationships and behaviors.
5. Students need opportunities to engage in cooperative
and active learning strategies, and sufficient time must
be allocated for students to practice skills relating to
sexuality education.
6. Sexuality education should encourage the use of technology to access multiple valid sources of information,
recognizing the significant role that technology plays
in young people’s lives.
7. Local curriculum planners should implement existing
or develop new curricula based on local health needs.
8. Students need multiple opportunities and a variety of
assessment strategies to determine their achievement
of the sexuality education standards and performance
indicators.
9. Improvements in public health, including sexual health,
can contribute to a reduction in health care costs.
10. Effective health education can contribute to the establishment of a healthy and productive citizenry.2
Theoretical Framework
The National Sexuality Education Standards seek to address both the functional knowledge related to sexuality
and the specific skills necessary to adopt healthy behaviors
and reflect the tenets of social learning theory, social cognitive theory and the social ecological model of prevention. From social learning theory, which recognizes that
CHARACTERISTICS OF EFFECTIVE
SEXUALITY EDUCATION
Focuses on specific behavioral outcomes.
Addresses individual values and group
norms that support health-enhancing
behaviors.
Focuses on increasing personal
perceptions of risk and harmfulness of
engaging in specific health risk behaviors,
as well as reinforcing protective factors.
Addresses social pressures and
influences.
Builds personal and social competence.
Provides functional knowledge that is
basic, accurate and directly contributes
to health- promoting decisions and
behaviors.
Uses strategies designed to personalize
information and engage students.
Provides age-and developmentallyappropriate information, learning
strategies, teaching methods and
materials.
Incorporates learning strategies, teaching
methods and materials that are culturally
inclusive.
Provides adequate time for instruction
and learning.
Provides opportunities to reinforce skills
and positive health behaviors.
Provides opportunities to make
connections with other influential
persons.
Includes teacher information and plan for
professional development and training to
enhance effectiveness of instruction and
student learning.2
“learning occurs not merely within the learner but also in a
particular social context,”29 there are several key concepts
addressed within the National Sexuality Education Standards, including:
Personalization. The ability of students to perceive
the core content and skills as relevant to their lives
increases the likelihood that they will both learn and
retain them. Ensuring that students see themselves
represented in the materials and learning activities
used can assist in furthering personalization.
101
9
Susceptibility. It is widely understood that many
young people do not perceive that they are susceptible to the risks of certain behaviors, including sexual
activity. Learning activities should encourage students
to assess the relative risks of various behaviors, without exaggeration, to highlight their susceptibility to
the potential negative outcomes of those behaviors.
Self-Efficacy. Even if students believe they are susceptible, they may not believe they can do anything to
reduce their level of risk. Helping students overcome
misinformation and develop confidence by practicing
skills necessary to manage risk are key to a successful
sexuality education curriculum.
Social Norms. Given that middle and high school
students are highly influenced by their peers, the perception of what other students are, or are not, doing
influences their behavior. Debunking perceptions and
highlighting positive behaviors among teens (i.e., the
majority of teens are abstinent in middle school and
early high school and when they first engage in sexual
intercourse many use condoms) can further the adoption of health-positive behaviors.
Skills. Mastery of functional knowledge is necessary
but not sufficient to influence behaviors. Skill development is critical to a student’s ability to apply core
content to their lives.29
In addition to social learning theory, social cognitive theory
(SCT) is reflected throughout the National Sexuality Education Standards. Like social learning theory, SCT emphasizes
self-efficacy, but adds in the motivation of the learners and
an emphasis on the affective or emotional learning domain, an invaluable component of learning about human
sexuality.30
Finally, the social ecological model of prevention also
informed the development of these standards. This model
focuses on individual, interpersonal, community and society influences and the role of these influences on people
over time. Developmentally, the core content and skills for
kindergarten and early elementary focus on the individual
student and their immediate surroundings (e.g., their
family). At the middle and high school levels, core content
and skills focus on the expanding world of students that
includes their friends and other peers, the media, society
and cultural influences.31
Topics and Key Indicators
There are seven topics chosen as the minimum, essential content and skills for K–12 sexuality education:
Anatomy and Physiology (AP) provides a foundation for understanding basic human
functioning.
Puberty and Adolescent Development (PD) addresses a pivotal milestone for every
person that has an impact on physical, social and emotional development.
Identity (ID) addresses several fundamental aspects of people’s understanding of
who they are.
Pregnancy and Reproduction (PR) addresses information about how pregnancy happens and decision-making to avoid a pregnancy.
Sexually Transmitted Diseases and HIV (SH) provides both content and skills for
understanding and avoiding STDs and HIV, including how they are transmitted, their
signs and symptoms and testing and treatment.
Healthy Relationships (HR) offers guidance to students on how to successfully navigate changing relationships among family, peers and partners. Special emphasis is
given in the National Sexuality Education Standards to the increasing use and impact
of technology within relationships.
Personal Safety (PS) emphasizes the need for a growing awareness, creation and
maintenance of safe school environments for all students.
These seven topics are organized following the eight National Health Education Standards.
10
102
Topics and Key Indicators
The National Sexuality Education Standards present performance indicators – what students should know and be
able to do by the end of grades 2, 5, 8, and 12 – based on
the eight National Health Education Standards listed in the
following table. In addition, the standards are divided into
seven specific sexuality education topics. The key to reading the indicators appears to the right. The tables on the
following pages present the standards and performance
indicators first by grade level and then by topic areas.
Key To Indicators
AP.2.CC.2
Topic Abbreviation
Grade Level
(i.e., by end of
grade 2, 5, 8, 12)
NHES Standard Item Number
Abbreviation
National Health Education Standards
Core Concepts
CC
Standard 1 Students will comprehend concepts related to health promotion and disease prevention to enhance
health.
Analyzing
Influences
Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on
health behaviors.
Accessing
Information
Standard 3 Students will demonstrate the ability to access valid information and products and services to enhance
health.
Interpersonal
Communication
Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and
avoid or reduce health risks.
Decision-Making
Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health.
Goal–Setting
Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health.
Self Management
SM
Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health
risks.
Advocacy
Standard 8 Students will demonstrate the ability to advocate for personal, family and community health.
INF
AI
IC
DM
GS
ADV
103
11
12
AP.2.CC.1
Use proper
names for body
parts, including
male and
female anatomy
Analyzing
Influences INF
ID.2.CC.1
Describe
differences and
similarities in
how boys and
girls may be
expected to act
ID.2.INF.1
Provide examples
of how friends,
family, media,
society and
culture influence
ways in which
boys and girls
think they should
act
By the end of
the 2nd grade,
students should
be able to:
HR.2.IC.2
HR.2.CC.2
HR.2.IC.1
Demonstrate ways
to show respect for
different types of
families
Interpersonal
Communication IC
Identify healthy ways
for friends to express
feelings to each other
Accessing
Information AI
Describe the
characteristics
of a friend
HR.2.CC.1
Identify different
kinds of family
structures
Healthy Relationships
No items
Explain that all
By the end of
living things
the 2nd grade,
students should reproduce
PR.2.CC.1
be able to:
Sexually Transmitted Diseases and HIV
Pregnancy and Reproduction
By the end of
the 2nd grade,
students should
be able to:
Identity
No items
Puberty and Adolescent Development
By the end of
the 2nd grade,
students should
be able to:
Anatomy & Physiology
CC
Core Concepts
Grade K-2
DM
Decision-Making
GS
Goal Setting
SM
Self-Management Advocacy ADV
104
By the end of
the 2nd grade,
students should
be able to:
PS.2.CC.3
Explain why
bullying and
teasing are
wrong
PS.2.CC.2
Explain what
bullying and
teasing are
PS.2.CC.1
Explain that all
people, including
children, have
the right to
tell others not
to touch their
body when they
do not want
to be touched
Personal Safety
CC
Core Concepts
Analyzing
Influences INF
PS.2.AI.2
Identify parents
and other trusted
adults they can tell
if they are being
bullied or teased
PS.2.AI.1
Identify parents
and other trusted
if they are feeling
uncomfortable
about being
touched
Accessing
Information AI
PS.2.IC.2
Demonstrate how to
respond if someone
is bullying or teasing
them
PS.2.IC.1
Demonstrate how to
respond if someone
is touching them in a
way that makes them
feel uncomfortable
Interpersonal
Communication IC
DM
Decision-Making
GS
Goal Setting
PS.2.SM.1
Demonstrate how
to clearly say no,
how to leave an
uncomfortable
situation, and how
to identify and
talk with a trusted
adult if someone
is touching them
in a way that
makes them feel
uncomfortable
SM
105
13
14
AP.5.CC.1
Describe male
and female
reproductive
systems including
body parts and
their functions
Analyzing
Influences INF
By the end of
the 5th grade,
students should
be able to:
Identity
By the end of
the 5th grade,
students should
be able to:
ID.5.CC.1
Define sexual
orientation as
the romantic
attraction of an
individual to
someone of the
same gender or a
different gender
PAD.5.CC.3
Describe how
puberty prepares
human bodies
for the potential
to reproduce
ID.5.AI.1
Identify parents
or other trusted
adults of whom
students can ask
questions about
sexual orientation
PD.5.AI.2
PD.5.CC.2
PD.5.AI.1
PD.5.INF.1
Identify parents
or other trusted
adults of whom
students can ask
questions about
puberty and
adolescent health
issues
Identify medicallyaccurate
information and
resources about
puberty and
personal hygiene
Describe how
friends, family,
media, society
and culture can
influence ideas
about body image
AP.5.AI.1
information about
female and male
reproductive
anatomy
Accessing
Information AI
Explain how the
timing of puberty
and adolescent
development
varies
considerably
and can still
be healthy
PD.5.CC.1
Explain the
physical, social
and emotional
changes that
occur during
puberty and
adolescence
By the end of
the 5th grade,
students should
be able to:
Anatomy & Physiology
CC
Core Concepts
Grade 3-5
Interpersonal
Communication IC
DM
Decision-Making
GS
Goal Setting
ID.5.SM.1
Demonstrate ways
to treat others with
dignity and respect
PD.5.SM.1
Explain ways to
manage the physical
and emotional
changes associated
with puberty
SM
ID.5.ADV.1
Demonstrate
ways students can
work together to
promote dignity
and respect for all
people
106
Analyzing
Influences INF
PR.5.CC.1
Describe
the process
of human
reproduction
SH.5.CC.1
Define HIV and
identify some
age appropriate
methods of
transmission,
as well as ways
to prevent
transmission
HR.5.CC.1
Describe the
characteristics
of healthy
relationships
By the end of
the 5th grade,
students should
be able to:
PS.5.CC.2
Define sexual
harassment and
sexual abuse
PS.5.CC.1
Define teasing,
harassment and
bullying and
explain why
they are wrong
Personal Safety
By the end of
the 5th grade,
students should
be able to:
By the end of
the 5th grade,
students should
be able to:
PS.5.INF.1
Identify parents
or other trusted
if they are being
sexually harassed
or abused PS.5.AI.2
Identify parents
and other trusted
if they are being
teased, harassed or
bullied PS.5.AI.1
HR.5.AI.1
HR.5.INF.1
Explain why
people tease,
harass or bully
others
Identify parents
and other trusted
adults they can
talk to about
relationships
Accessing
Information AI
Compare positive
and negative ways
friends and peers
can influence
relationships
By the end of
the 5th grade,
students should
be able to:
CC
Core Concepts
PS.5.IC.2
Demonstrate refusal
skills (e.g. clear “no”
statement, walk
away, repeat refusal)
PS.5.IC.1
Demonstrate ways to
communicate about
how one is being
treated
HR.5.IC.1
Demonstrate positive
ways to communicate
differences of opinion
while maintaining
relationships
Interpersonal
Communication IC
DM
Decision-Making
GS
Goal Setting
PS.5.SM.1
Discuss effective
ways in which
students could
respond when they
are or someone
else is being teased,
harassed or bullied
HR.5.SM.1
Demonstrate ways
dignity and respect
SM
PS.5.ADV.1
Persuade others to
take action when
someone else
is being teased,
harassed or bullied
107
15
16
AP.8.CC.1
Describe male
and female sexual
and reproductive
systems including
body parts and
their functions
Analyzing
Influences INF
ID.8.CC.2
Explain the range
of gender roles
ID.8.CC.1
Differentiate
between gender
identity, gender
expression
and sexual
orientation
PD.8.CC.1
Describe the
physical, social,
cognitive and
emotional
changes of
adolescence
ID.8.INF.1
By the end of
the 8th grade,
students should
be able to:
PR.8.CC.2
Define sexual
abstinence
as it relates
to pregnancy
prevention
PR.8.CC.1
Define sexual
intercourse and
its relationship
to human
reproduction
108
PR.8.INF.1
Examine how
alcohol and other
substances, friends,
family, media,
society and culture
influence decisions
about engaging in
sexual behaviors
ID.8.AI.1
Access accurate
information about
gender identity,
gender expression
and sexual
orientation
PD.8.AI.1
PD.8.INF.1
Analyze external
influences that
have an impact
on one’s attitudes
about gender, sexual
orientation and
gender identity
Identify medicallyaccurate sources
of information
about puberty,
adolescent
development and
sexuality
AP.8.AI.1
Identify accurate
and credible
sources of
information about
sexual health
Accessing
Information AI
Analyze how
friends, family,
media, society
and culture can
influence selfconcept and body
image
By the end of
the 8th grade,
students should
be able to:
Identity
By the end of
the 8th grade,
students should
be able to:
By the end of
the 8th grade,
students should
be able to:
Anatomy and Physiology
CC
Core Concepts
Grades 6-8
PR.8.IC.1
Demonstrate the
use of effective
communication skills
to support one’s
decision to abstain
from sexual behaviors
ID.8.IC.1
Communicate
respectfully with
and about people
of all gender
identities, gender
expressions and sexual
orientations
Interpersonal
Communication IC
PD.8.DM.1
Demonstrate the
use of a decisionmaking model
and evaluate
possible outcomes
of decisions
adolescents might
make
DM
GS
Decision-Making Goal Setting
SM
Self-Management
ID.8.ADV.1
Develop a plan to
promote dignity
and respect for
all people in the
school community
Advocacy ADV
Analyzing
Influences INF
PR.8.CC.6
Identify prenatal
practices that can
contribute to a
healthy pregnancy
PR.8.CC.5
Describe the
signs and
symptoms of
a pregnancy
PR.8.CC.4
Define
emergency
contraception
and its use
PR.8.CC.3
Explain the health
benefits, risks and
effectiveness rates
of various methods
of contraception,
including
abstinence
and condoms
By the end of
the 8th grade,
students should
be able to:
109
SH.8.CC.2
Compare and
contrast behaviors,
including
abstinence,
to determine
the potential
risk of STD/HIV
transmission
from each
SH.8.CC.1
Define STDs,
including HIV,
and how they
are and are not
transmitted
SH.8.INF.1
Analyze the
impact of alcohol
and other
drugs on safer
sexual decisionmaking and
sexual behaviors
By the end of
the 8th grade,
students should
be able to:
Pregnancy and Reproduction (continued)
CC
Core Concepts
SH.8.AI.1
information about
STDs, including HIV
PR.8.AI.3
Identify medicallyaccurate sources of
pregnancy-related
information and
support including
pregnancy options,
safe surrender
policies and
prenatal care
PR.8.AI.2
information
about emergency
contraception
PR.8.AI.1
Identify medicallyaccurate resources
about pregnancy
prevention and
reproductive
health care
Accessing
Information AI
SH.8.IC.1
Demonstrate the
use of effective
to reduce or eliminate
risk for STDs, including
HIV
PR.8.IC.2
Demonstrate the
use of effective
communication
and negotiation
skills about the use
of contraception
including abstinence
and condoms
Interpersonal
Communication IC
PR.8.DM.1
Apply a decisionmaking model
to various sexual
health decisions
DM
SH.8.GS.1
Develop a plan
to eliminate or
reduce risk for
STDs, including
HIV
GS
SH.8.SM.1
Describe the steps
to using a condom
correctly
PR.8.SM.1
Describe the steps
to using a condom
correctly
SM
Self-Management
Advocacy ADV
17
18
Analyzing
Influences INF
Accessing
Information AI
SH.8.CC.3
Describe the
signs, symptoms
and potential
impacts of STDs,
including HIV
By the end of
the 8th grade,
students should
be able to:
HR.8.INF.1
HR.8.CC.1
Demonstrate effective
skills to negotiate
agreements about the
use of technology in
relationships
HR.8.IC.3
Analyze the impact
of technology
and social media
on friendships
and relationships
HR.8.INF.2
Describe the
advantages and
disadvantages of
communicating
using technology
and social media
HR.8.CC.5
HR.8.IC.2
HR.8.CC.4
HR.8.IC.1
Demonstrate
that foster healthy
relationships
ways to communicate
personal boundaries
and show respect for
the boundaries of
others
SH.8.AI.2
Identify local STD
and HIV testing
and treatment
resources
Interpersonal
Communication IC
Describe a
range of ways
people express
affection within
various types
of relationships
HR.8.CC.3
Analyze the
similarities and
differences
between
friendships
and romantic
relationships
HR.8.CC.2
Describe the
potential impacts
of power
differences such
as age, status or
position within
relationships
Analyze the ways
in which friends,
family, media,
society and culture
can influence
relationships
Compare and
contrast the
characteristics
of healthy
and unhealthy
relationships
By the end of
the 8th grade,
students should
be able to:
Sexually Transmitted Diseases and HIV (continued)
CC
Core Concepts
Grades 6-8 (continued)
DM
Describe strategies
to use social media
safely, legally
and respectfully
HR.8.SM.2
HR.8.GS.1
HR.8.SM.1
Explain the criteria
for evaluating
the health of
a relationship
SM
Self-Management
Develop a plan
to stay safe when
using social
media
GS
Advocacy ADV
110
By the end of
the 8th grade,
students should
be able to:
PS.8.CC.4
Explain why
a person who
has been raped
or sexually
assaulted is not
at fault
PS.8.CC.3
Explain that no
one has the right
to touch anyone
else in a sexual
manner if they
do not want
to be touched
PS.8.CC.2
Discuss the
impacts of
bullying, sexual
harassment,
sexual abuse,
sexual assault,
incest, rape and
dating violence
and why they are
wrong
PS.8.CC.1
Describe
situations and
behaviors that
constitute
bullying, sexual
harassment,
sexual abuse,
sexual assault,
incest, rape and
dating violence
Personal Safety
CC
Core Concepts
Analyzing
Influences INF
PS.8.AI.1
Identify sources
of support such
as parents or
other trusted
adults that they
can go to if they
are or someone
they know is
being bullied,
harassed, abused
or assaulted
Accessing
Information AI
PS.8.IC.1
Demonstrate ways to
communicate with
trusted adults about
bullying, harassment,
abuse or assault
Interpersonal
Communication IC
DM
GS
PS.8.SM.2
Demonstrate ways
they can respond
when someone is
being bullied or
harassed
PS.8.SM.1
Describe ways to
treat others with
dignity and respect
SM
Self-Management
PS.8.ADV.1
Advocate for safe
environments
that encourage
dignified and
respectful
treatment
of everyone
Advocacy ADV
111
19
20
AP.12.CC.1
Describe the
human sexual
response cycle,
including the role
hormones play
Analyzing
Influences INF
ID.12.CC.2
Distinguish
between sexual
orientation,
sexual behavior
and sexual
identity
ID.12.CC.1
Differentiate
between
biological
sex, sexual
orientation, and
gender identity
and expression
PD.12.CC.1
Analyze
how brain
development
has an impact on
cognitive, social
and emotional
changes of
adolescence and
early adulthood
ID.12.INF.1
Analyze the
influence of
friends, family,
media, society
and culture on
the expression
of gender, sexual
orientation and
identity
PD.12.INF.1
Analyze how
friends, family,
media, society
and culture can
influence selfconcept and body
image
By the end of
the 12th grade,
students should
be able to:
112
PR.12.CC.1
Compare and
contrast the
advantages and
disadvantages
of abstinence
and other
contraceptive
methods,
including
condoms
Access medicallyaccurate
information about
contraceptive
methods,
including
abstinence and
condoms
PR.12.AI.1
PR.12.INF.1
Accessing
Information AI
Analyze
influences
that may have
an impact on
deciding whether
or when to
engage in sexual
behaviors
By the end of
the 12th grade,
students should
be able to:
Identity
By the end of
the 12th grade,
students should
be able to:
By the end of
the 12th grade,
students should
be able to:
CC
Core Concepts
Grades 9-12
PR.12.IC.1
Demonstrate ways to
communicate decisions
about whether or
when to engage in
sexual behaviors
Interpersonal
Communication IC
PR.12.DM.1
to choices about
contraception,
including
abstinence and
condoms
PD.12.DM.1
Apply a decisionmaking model to
various situations
relating to sexual
health
DM
Decision-Making
GS
Goal Setting
PR.12.SM.1
Describe the steps
to using a condom
correctly
ID.12.SM.1
Explain how to
promote safety,
respect, awareness
and acceptance
SM
Self-Management
ID.12.ADV.1
Advocate for
school policies
and programs
that promote
dignity and
respect for all
Advocacy ADV
Analyzing
Influences INF
By the end of
the 12th grade,
students should
be able to:
PR.12.CC.6
Compare and
contrast the
laws relating
to pregnancy,
adoption,
abortion and
parenting
PR.12.INF.3
PR.12.CC.5
PR.12.AI.4
information about
prenatal care
services
PR.12.AI.3
PR.12.INF.2
Analyze factors
that influence
decisions about
whether and
when to become a
parent
information about
pregnancy and
pregnancy options
Describe prenatal
practices that
can contribute
to or threaten
a healthy
pregnancy
PR.12.CC.4
Describe
the signs of
pregnancy
PR.12.CC.3
Analyze internal
and external
influences on
decisions about
pregnancy options
PR.12.AI.2
PR.12.CC.2
Identify the
laws related to
reproductive
and sexual
health care
services (i.e.,
contraception,
pregnancy
options, safe
surrender
policies, prenatal
care)
information
and resources
about emergency
contraception
Accessing
Information AI
Define
emergency
contraception
and describe its
mechanism of
action
CC
Core Concepts
Interpersonal
Communication IC
PR.12.DM.2
Assess the skills
and resources
needed to become
a parent
DM
Decision-Making
GS
Goal Setting
SM
Self-Management
Advocacy ADV
113
21
22
Analyzing
Influences INF
SH.12.CC.3
Describe the
laws related to
sexual health care
services, including
STD and HIV testing
and treatment
SH.12.CC.2
Evaluate the
effectiveness
of abstinence,
condoms and other
safer sex methods
in preventing the
spread of STDs,
including HIV
SH.12.CC.1
Describe
common
symptoms of and
treatments for
STDs, including
HIV
By the end of
the 12th grade,
students should
be able to:
114
HR.12.CC.3
Define sexual
consent and
explain its
implications for
sexual decisionmaking
HR.12.CC.2
HR.12.INF.2
Analyze factors,
including alcohol
and other
substances, that can
affect the ability to
give or perceive the
provision of consent
to sexual activity
HR.12.INF.1
HR.12.CC.1
Describe a
range of ways to
express affection
within healthy
relationships
Explain how media
can influence
one’s beliefs about
what constitutes
a healthy sexual
relationship
HR.12.AI.1
Demonstrate
how to access
valid information
and resources to
help deal with
relationships
SH.12.AI.2
SH.12.INF.1
HR.12.SM.1
SH.12.SM.2
Describe the steps
to using a condom
correctly
SH.12.SM.1
Analyze individual
responsibility about
testing for and
informing partners
about STDs and HIV
status
SM
Self-Management
HR.12.IC.2
SH.12.GS.1
Develop a plan
to eliminate or
reduce risk for
STDs, including
HIV
GS
Goal Setting
Demonstrate respect
for the boundaries
of others as they
relate to intimacy
and sexual behavior
SH.12.DM.1
to choices
about safer sex
practices, including
abstinence and
condoms
DM
Decision-Making
ways to communicate
personal boundaries as
they relate to intimacy
and sexual behavior
HR.12.IC.1
strategies to avoid
or end an unhealthy
relationship
SH.12.IC.1
SH.12.AI.1
prevention
information about
STDs, including HIV
Demonstrate skills to
communicate with a
partner about STD and
HIV prevention and
testing
Interpersonal
Communication IC
Explain how to
access local STD
and HIV testing
and treatment
services
Accessing
Information AI
Analyze factors
that may influence
condom use and
other safer sex
decisions
Describe
characteristics
of healthy and
unhealthy
romantic and/or
sexual relationships
By the end of
the 12th grade,
students should
be able to:
CC
Core Concepts
Grades 9-12 (continued)
SH.12.ADV.1
Advocate for
sexually active
youth to get
STD/HIV testing
and treatment
Advocacy ADV
HR.12.CC.4
Evaluate the
potentially
positive and
negative roles
of technology
and social media
in relationships
By the end of
the 12th grade,
students should
be able to:
115
PS.12.CC.4
Explain why
a person who
has been raped
or sexually
assaulted is not
at fault
PS.12.CC.3
Explain why
using tricks,
threats or
coercion in
relationships is
wrong
PS.12.INF.2
Analyze the
external influences
and societal
messages that
impact attitudes
about bullying,
sexual harassment,
sexual abuse, sexual
assault, incest, rape
and dating violence
PS.12.INF.1
PS.12.AI.2
Demonstrate ways
to access accurate
information and
resources for
survivors of sexual
abuse, incest, rape,
sexual harassment,
sexual assault and
dating violence
Analyze the
laws related to
bullying, sexual
harassment,
sexual abuse,
sexual assault,
incest, rape and
dating violence
PS.12.CC.2
PS.12.AI.1
PS.12.CC.1
Accessing
Information AI
Access valid
resources for
help if they
or someone
they know are
being bullied
or harassed,
or have been
sexually abused or
assaulted
Describe potential
impacts of power
differences
(e.g., age, status
or position)
within sexual
relationships
Analyzing
Influences INF
Compare and
contrast situations
and behaviors that
may constitute
bullying, sexual
harassment,
sexual abuse,
sexual assault,
incest, rape and
dating violence
Personal Safety
By the end of
the 12th grade,
students should
be able to:
CC
Core Concepts
PS.12.IC.2
Identify ways in which
they could respond
when someone else
is being bullied or
harassed
PS.12.IC.1
ways to communicate
with trusted adults
about bullying,
harassment, abuse or
assault
Interpersonal
Communication IC
DM
Decision-Making
Goal Setting GS
HR.12.SM.2
Describe strategies
to use social media
safely, legally and
respectfully
SM
Self-Management
PS.12.ADV.1
Advocate
for safe
environments
that encourage
dignified and
respectful
treatment of
everyone
Advocacy ADV
23
24
Analyzing
Influences INF
Accessing
Information AI
AP.5.AI.1
information about
female and male
reproductive
anatomy
AP.8.AI.1
Identify accurate
and credible
sources about
sexual health
AP.12.CC.1
Describe the
human sexual
response cycle,
including the
role hormones
play
By the end of the 12th grade, students should be able to:
AP.8.CC.1
Describe male
and female
sexual and
reproductive
systems
including body
parts and their
functions
AP.5.CC.1
Describe male
and female
reproductive
systems
including body
parts and their
functions
AP.2.CC.1
Use proper
names for body
parts, including
male and
female anatomy
By the end of the 2nd grade, students should be able to:
CC
Core Concepts
Interpersonal
Communication IC
DecisionMaking DM
GS
Goal Setting
SM
Self-Management
Advocacy ADV
116
Analyzing
Influences INF
Accessing
Information AI
PD.8.INF.1
PD.8.CC.1
PD.8.AI.1
Identify medicallyaccurate sources
of information
about puberty,
adolescent
development and
sexuality
117
PD.12.CC.1
Analyze
how brain
development
has an impact on
cognitive, social
and emotional
changes of
adolescence and
early adulthood
PD.12.INF.1
Analyze how
peers, media,
family, society,
religion and
culture influence
self-concept and
body image
Analyze how
peers, media,
family, society and
culture influence
self-concept and
body image
Describe the
physical, social,
cognitive and
emotional
changes of
adolescence
PD.5.CC.3
Describe how
puberty prepares
human bodies for
the potential to
reproduce
PD.5.AI.2
PD.5.CC.2
PD.5.AI.1
PD.5.INF.1
Identify parents
or other trusted
adults of whom
they can ask
questions about
puberty and
adolescent health
issues
information and
resources about
puberty and
personal hygiene
Describe how
peers, media,
family, society and
culture influence
ideas about body
image
Explain how the
timing of puberty
and adolescent
development
varies
considerably
and can still be
healthy
PD.5.CC.1
Explain the
physical, social,
and emotional
changes that
occur during
puberty and
adolescence
No items
CC
Core Concepts
Interpersonal
Communication IC
PD.12.DM.1
Apply a decisionmaking model to
various situations
relating to sexual
health
PD.8.DM.1
Demonstrate
the use of a
decisionmaking
model to evaluate
possible outcomes
of decisions
adolescents might
make
DecisionMaking DM
Goal Setting GS
PD.5.SM.1
Explain ways to
manage the physical
and emotional
changes associated
with puberty
SM
Self-Management
Advocacy ADV
25
26
Analyzing
Influences INF
Provide examples of
how friends, family,
media, society and
culture influence
ways in which boys
and girls think they
should act
Describe
differences and
similarities in
how boys and
girls may be
expected to act
Accessing
Information AI
ID.2.INF.1
ID.5.AI.1
Identify parents
or other trusted
adults to whom
they can ask
questions about
sexual orientation
ID.8.INF.1
Analyze external
influences that
have an impact
on one’s attitudes
about gender,
sexual orientation
and gender identity
ID.8.AI.1
Access accurate
information about
gender identity,
gender expression
and sexual
orientation
118
ID.12.CC.2
Distinguish
between sexual
orientation,
sexual behavior
and sexual
identity
ID.12.CC.1
Differentiate
between
biological
sex, sexual
orientation, and
gender identity
and expression
ID.12.INF.1
Analyze the
influence of peers,
media, family,
society, religion
and culture on
the expression
of gender, sexual
orientation and
identity
ID.8.CC.2
Explain the range
of gender roles
ID.8.CC.1
Differentiate
between gender
identity, gender
expression
and sexual
orientation
ID.5.CC.1
Define sexual
orientation
as romantic
attraction to an
individual of the
same gender or of
a different gender
ID.2.CC.1
CC
Core Concepts
Identity
ID.8.IC.1
Communicate
respectfully with and
about people of all
gender identities,
gender expressions and
sexual orientations
Interpersonal
Communication IC
DecisionMaking DM
GS
Goal Setting
ID.12.SM.1
Explain how to
promote safety,
respect, awareness
and acceptance
ID.5.SM.1
Demonstrate ways
dignity and respect
SM
Self-Management
ID.12.ADV.1
Advocate for
school policies
and programs that
promote dignity
and respect for all
ID.8.ADV.1
Develop a plan to
promote dignity
and respect for
all people in the
school community
ID.5.ADV.1
Demonstrate
ways students can
work together to
promote dignity
and respect for all
people
Advocacy ADV
Analyzing
Influences INF
Accessing
Information AI
119
PR.8.CC.4
Define
emergency
contraception
and its use
PR.8.CC.3
Explain the
health benefits,
risks and
effectiveness
rates of various
methods of
contraception,
including
abstinence and
condoms
PR.8.CC.2
Define sexual
abstinence
as it relates
to pregnancy
prevention
PR.8.CC.1
Define sexual
intercourse and
its relationship
to human
reproduction
PR.8.INF.1
Examine how
alcohol and other
substances, peers,
media, family,
society and
culture influence
decisions about
engaging in sexual
behaviors
PR.8.AI.2
information
about emergency
contraception
PR.8.AI.1
Identify medicallyaccurate resources
about pregnancy
prevention and
reproductive
health care
PR.5.CC.1
Describe
the process
of human
reproduction
PR.2.CC.1
Explain that all
living things
reproduce
CC
Core Concepts
PR.8.IC.2
Demonstrate the
use of effective
communication and
negotiation skills
about contraception
including abstinence
and condoms
PR.8.IC.1
Demonstrate the
use of effective
communication skills to
support one’s decision
to abstain from sexual
behaviors
Interpersonal
Communication IC
PR.8.DM.1
to various sexual
health decisions
DecisionMaking DM
GS
Goal Setting
PR.8.SM.1
Describe the steps
to using a condom
correctly
SM
Self-Management
Advocacy ADV
27
28
Analyzing
Influences INF
Accessing
Information AI
PR.8.AI.3
Identify medicallyaccurate sources of
pregnancy-related
information and
support including
pregnancy options,
safe surrender
policies and prenatal
care
PR.12.CC.3
Identify the
laws related to
reproductive and
sexual health
care services (i.e.,
contraception,
pregnancy options,
safe surrender
policies, prenatal
care)
PR.12.AI.2
PR.12.CC.2
PR.12.AI.1
information about
contraceptive
methods, including
emergency
contraception and
condoms
information
and resources
about emergency
contraception
PR.12.INF.1
Analyze influences
that may have
an impact on
deciding whether
or when to
engage in sexual
behaviors
Define
emergency
contraception
and describe its
mechanism of
action
PR.12.CC.1
Compare and
contrast the
advantages and
disadvantages
of abstinence
and other
contraceptive
methods,
including, condoms
PR.8.CC.6
Identify prenatal
practices that
can contribute
to a healthy
pregnancy
PR.8.CC.5
Describe the
signs and
symptoms of a
pregnancy
CC
Core Concepts
PR.12.IC.1
Demonstrate ways to
communicate decisions
about whether or
when to engage in
sexual behaviors
Interpersonal
Communication IC
PR.12.DM.1
to choices about
contraception,
including
abstinence and
condoms
DecisionMaking DM
GS
Goal Setting
PR.12.SM.1
Describe the steps
to using a condom
correctly
SM
Self-Management
Advocacy ADV
120
Analyzing
Influences INF
Analyze internal
and external
influences on
decisions about
pregnancy options
Describe
the signs of
pregnancy
Accessing
Information AI
PR.12.CC.6
Compare and
contrast the
laws relating
to pregnancy,
adoption,
abortion and
parenting
PR.12.CC.5
Describe
prenatal
practices that
can contribute
to or threaten
a healthy
pregnancy
PR.12.CC.4
PR.12.INF.3
Analyze factors
that influence
decisions about
whether and
when to become a
parent
PR.12.INF.2
PR.12.AI.4
information about
prenatal care
services
PR.12.AI.3
information about
pregnancy options
CC
Core Concepts
Interpersonal
Communication IC
PR.12.DM.2
Assess the skills
and resources
needed to
become a parent
DecisionMaking DM
GS
Goal Setting
SM
Self-Management
Advocacy ADV
121
29
30
Analyzing
Influences INF
Accessing
Information AI
SH.8.INF.1
Analyze the
impact of alcohol
and other
drugs on safer
sexual decisionmaking and
sexual behaviors
SH.8.AI.2
Identify local STD
and HIV testing
and treatment
resources
SH.8.AI.1
information about
STDs, including HIV
SH.12.CC.1
Describe
common
symptoms of
and treatments
for STDs,
including HIV
SH.12.AI.1
Explain how to
access local STD
and HIV testing and
treatment services
SH.8.CC.3
Describe the
signs, symptoms
and potential
impacts of STDs,
including HIV
SH.8.CC.2
Compare
and contrast
behaviors,
including
abstinence,
to determine
the potential
risk of STD/HIV
transmission
from each
SH.8.CC.1
Define STDs,
including HIV,
and how they
are and are not
transmitted
SH.5.CC.1
Define HIV and
identify some
age-appropriate
methods of
transmission,
as well as ways
to prevent
transmission
No Items
CC
Core Concepts
SH.12.IC.1
Demonstrate skills to
communicate with a
partner about STD and
HIV prevention and
testing
SH.8.IC.1
Demonstrate the
use of effective
to reduce or eliminate
risk for STDs, including
HIV
Interpersonal
Communication IC
122
SH.12.DM.1
to choices
about safer
sex practices,
including
abstinence and
condoms
DecisionMaking DM
SH.8.GS.1
Develop a plan
to eliminate or
reduce risk for
STDs, including
HIV
GS
Goal Setting
SH.12.SM.1
Analyze individual
responsibility about
testing for and
informing partners
about STDs and HIV
status
SH.8.SM.1
Describe the steps
to using a condom
correctly
SM
Self-Management
Advocacy ADV
prevention
information about
STDs, including HIV
SH.12.AI.2
Analyze factors
that may influence
condom use and
other safer sex
decisions
SH.12.INF.1
Evaluate the
effectiveness
of abstinence,
condoms and
other safer sex
methods in
preventing the
spread of STDs,
including HIV
SH.12.CC.3
Describe the
laws as they
relate to
sexual health
care services,
including STD
and HIV testing
and treatment
SH.12.CC.2
Accessing
Information AI
Analyzing
Influences INF
CC
Core Concepts
Interpersonal
Communication IC
DecisionMaking DM
SH.12.GS.1
Develop a plan
to eliminate or
reduce risk for
STDs, including
HIV
GS
Goal Setting
SH.12.SM.2
Describe the steps
to using a condom
correctly
SM
Self-Management
SH.12.ADV.1
Advocate for
sexually active
youth to get STD/
HIV testing and
treatment
Advocacy ADV
123
31
32
Analyzing
Influences INF
Accessing
Information AI
Identify parents
and other trusted
adults they can
talk to about
relationships
HR.5.AI.1
Compare positive
and negative ways
friends and peers
can influence
relationships
HR.5.INF.1
HR.8.IC.2
HR.8.CC.4
HR.8.IC.1
Demonstrate
that foster healthy
relationships
ways to communicate
personal boundaries
and show respect for
the boundaries of
others
HR.8.INF.1
Analyze the ways
in which family,
friends, peers,
media, society
and culture
can influence
relationships
HR.5.IC.1
Demonstrate positive
ways to communicate
differences of opinion
while maintaining
relationships
HR.2.IC.2
Identify healthy ways
for friends to express
feelings to each other
Interpersonal
Communication IC
Describe a
range of ways
people express
affection within
various types of
relationships
HR.8.CC.3
Analyze the
similarities and
differences
between
friendships
and romantic
relationships
HR.8.CC.2
Describe the
potential
impacts
of power
differences such
as age, status or
position within
relationships
HR.8.CC.1
Compare and
contrast the
characteristics
of healthy
and unhealthy
relationships
HR.5.CC.1
Describe the
characteristics
of healthy
relationships
(e.g., family,
friends, peers)
HR.2. CC.2
Describe the
characteristics of
a friend
CC
Core Concepts
DecisionMaking DM
GS
Goal Setting
HR.8.SM.1
Explain the criteria
for evaluating
the health of a
relationship
HR.5.SM.1
Demonstrate ways
dignity and respect
SM
Self-Management
Advocacy ADV
124
Analyzing
Influences INF
Analyze the
impact of
technology and
social media on
friendships and
relationships
HR.8.INF.2
Describe the
advantages and
disadvantages of
communicating
using technology
and social media
HR.8.CC.5
Accessing
Information AI
HR.12.CC.4
Evaluate the
potentially
positive and
negative roles of
technology and
social media in
relationships
HR.12.CC.3
Define sexual
consent and
explain its
implications for
sexual decisionmaking
HR.12.CC.2
Describe a
range of ways to
express affection
within healthy
relationships
HR.12.CC.1
Describe
characteristics
of healthy
and unhealthy
romantic and/
or sexual
relationships
HR.12.AI.1
HR.12.INF.1
HR.12.INF.2
Analyze factors,
including alcohol
and other
substances, that
can affect the
ability to give
or perceive the
provision of
consent to sexual
activity
Demonstrate
how to access
valid information
and resources to
help deal with
relationships
Explain how media
can influence
one’s beliefs about
what constitutes
a healthy sexual
relationship
CC
Core Concepts
HR.12.SM.2
Describe strategies
to use social media
safely, legally and
respectfully
HR.12.SM.1
HR.12.IC.2
HR.8.SM.2
SM
Self-Management
Develop a plan
Describe strategies
to stay safe when to use social media
using social media safely, legally and
respectfully
HR.8.GS.1
GS
Goal Setting
Demonstrate respect
for the boundaries of
others as they relate
to intimacy and
sexual behavior
DecisionMaking DM
ways to communicate
personal boundaries as
they relate to intimacy
and sexual behavior
HR.12.IC.1
strategies to avoid
or end an unhealthy
relationship
HR.8.IC.3
skills to negotiate
agreements about the
use of technology in
relationships
Interpersonal
Communication IC
Advocacy ADV
125
33
34
Analyzing
Influences INF
Accessing
Information AI
PS.2.AI.2
Identify parents
and other trusted
if they are being
bullied or teased
PS.2.AI.1
Identify parents
and other trusted
if they are feeling
uncomfortable
about being
touched
PS.5.CC.2
Define sexual
harassment and
sexual abuse
PS.5.CC.1
Define teasing,
harassment and
bullying and
explain why they
are wrong
PS.5.INF.1
Explain why
people tease,
harass or bully
others
PS.5.AI.2
Identify parents
or other trusted
if they are being
sexually harassed
or abused
PS.5.AI.1
Identify parents
and other trusted
adults students
can tell if they
are being teased,
harassed or bullied
PS.2.CC.3
Explain why
bullying and
teasing are
wrong
PS.2.CC.2
Explain what
bullying and
teasing are
PS.2.CC.1
Explain that
all people,
including
children, have
the right to tell
others not to
touch their body
when they do
not want to be
touched
CC
Core Concepts
Personal Safety
PS.5.IC.2
Demonstrate refusal
skills (clear “no”
statement, walk away,
repeat refusal)
PS.5.IC.1
Demonstrate ways to
communicate about
how one is being
treated
PS.2.IC.2
Demonstrate how to
respond if someone
is bullying or teasing
them
PS.2.IC.1
Demonstrate how to
respond if someone is
touching them in a way
that makes them feel
uncomfortable
Interpersonal
Communication IC
DecisionMaking DM
GS
Goal Setting
PS.5.SM.1
Discuss effective
ways in which
students could
respond when they
are or someone
else is being teased,
harassed or bullied
PS.2.SM.1
Demonstrate how
to clearly say no,
how to leave an
uncomfortable
situation, and how
to identify and talk
with a trusted adult if
someone is touching
them in a way that
makes them feel
uncomfortable
SM
Self-Management
PS.5.ADV.1
Persuade others
to take action
when someone
else is being
teased, harassed
or bullied
Advocacy ADV
126
Analyzing
Influences INF
Accessing
Information AI
PS.8.AI.1
PS.8.CC.1
127
PS.12.CC.1
Compare
and contrast
situations and
behaviors that
may constitute
bullying, sexual
harassment,
sexual abuse,
sexual assault,
incest, rape and
dating violence
PS.12.AI.1
Access valid
resources for help
if they or someone
they know are
being bullied
or harassed,
or have been
sexually abused or
assaulted
PS.8.CC.4
Explain why a
person who has
been raped or
sexually assaulted
is not at fault
PS.8.CC.3
Explain that no one
has the right to
touch anyone else
in a sexual manner
if they do not want
to be touched
PS.8.CC.2
Discuss the
impacts of bullying,
sexual harassment,
sexual abuse,
sexual assault,
incest, rape and
dating violence
and why they are
wrong
Identify sources
of support such as
parents or other
trusted adults that
they can go to if
they are or someone
they know is being
bullied, harassed,
abused or assaulted
Describe situations
and behaviors
that constitute
bullying, sexual
harassment,
sexual abuse,
sexual assault,
incest, rape and
dating violence
CC
Core Concepts
PS.12.IC.1
ways to communicate
with trusted adults
about bullying,
harassment, abuse or
assault
PS.8.IC.1
Demonstrate ways to
communicate with
trusted adults about
bullying, harassment,
abuse or assault
Interpersonal
Communication IC
DecisionMaking DM
GS
Goal Setting
PS.8.SM.2
Demonstrate ways
they can respond
when someone is
being bullied or
harassed
PS.8.SM.1
Describe ways to
treat others with
dignity and respect
SM
Self-Management
PS.12.ADV.1
Advocate for safe
environments
that encourage
dignified and
respectful
treatment of
everyone
PS.8.ADV.1
Advocate for safe
environments
that encourage
dignified and
respectful
treatment of
everyone
Advocacy ADV
35
36
Analyzing
Influences INF
Describe potential
impacts of power
differences
(e.g., age, status
or position)
within sexual
relationships
Analyze the
laws related to
bullying, sexual
harassment,
sexual abuse,
sexual assault,
incest, rape and
dating violence
Accessing
Information AI
PS.12.CC.4
Explain why
a person who
has been raped
or sexually
assaulted is not
at fault
PS.12.CC.3
Explain why
using tricks,
threats or
coercion in
relationships is
wrong
PS.12.CC.2
PS.12.INF.2
Analyze the
external
influences and
societal messages
that impact
attitudes about
bullying, sexual
harassment,
sexual abuse,
sexual assault,
incest, rape and
dating violence
PS.12.INF.1
PS.12.AI.2
Demonstrate ways
to access accurate
information and
resources that
provide help for
survivors of sexual
abuse, incest, rape,
sexual harassment,
sexual assault and
dating violence
CC
Core Concepts
Personal Safety (continued)
PS.12.IC.2
Identify ways in which
they could respond
when someone else
is being bullied or
harassed
Interpersonal
Communication IC
DecisionMaking DM
GS
Goal Setting
SM
Self-Management
Advocacy ADV
128
National Resources
National Resources
For Teachers
Teachers can find print resources, learn about professional
development opportunities and obtain technical assistance
through the following national organizations:
Advocates for Youth
2000 M Street NW, Suite 750
Washington, D.C. 20036
(202) 419-3420
www.advocatesforyouth.org
1900 Association Drive
Reston, VA 20191
(800) 213-7191
www.aahperd.org/aahe
4340 East West Highway Suite 403
Bethesda, MD 20814
(800) 455-2742
www.ashaweb.org
American Social Health Association
P.O. Box 13827
Research Triangle Park, NC 27709
(919) 361-8400
www.iwannaknow.org
Answer
41 Gordon Road, Suite C
Piscataway, NJ 08854
(732) 445-7929
http://answer.rutgers.edu
Association for Middle Level Education
(formerly National Middle School Association)
4151 Executive Parkway, Suite 300
Westerville, OH 43081
(614) 895-4730
www.amle.org
Gay, Lesbian & Straight Education Network
90 Broad Street, 2nd Floor
New York, NY 10004
(212) 727-0135
www.glsen.org
Guttmacher Institute
125 Maiden Lane, 7th Floor
New York, NY 10038
(212) 248-1111
www.guttmacher.org
Healthy Teen Network
1501 Saint Paul Street, Suite 124
Baltimore, MD 21202
(410) 685-0419
www.healthyteennetwork.org
National Association of School Nurses
8484 Georgia Avenue, #420
(240) 821-1130
www.nasn.org
NEA Health Information Network
1201 16th Street, NW #216
(202) 822.7570
www.neahin.org
Henry J. Kaiser Family Foundation
2400 Sand Hill Road
Menlo Park, CA 94025
(650) 854-9400
www.kff.org
Rape, Abuse & Incest National Network (RAINN)
2000 L Street NW, Suite 406
(202) 544-1034
www.rainn.org
Resource Center for Adolescent Pregnancy Prevention
(ReCAPP)
ETR Associates
P.O. Box 1830
Santa Cruz, CA 95061
(800) 321-4407
www.etr.org/recapp
States (SIECUS)
90 John Street, Suite 402
New York, NY 10038
(212) 819-9770
www.siecus.org
www.sexedlibrary.org
The National Campaign to Prevent Teen and
Unplanned Pregnancy
1776 Massachusetts Avenue NW, Suite 200
(202) 478-8500
www.teenpregnancy.org
129
37
Planned Parenthood Federation of America
434 West 33rd Street
New York, NY 10001
(212) 541-7800
www.plannedparenthood.org
The Society of State Leaders in Health and Physical
Education
PO Box 40186
Arlington, VA 22204
(202) 286-9138
www.thesociety.org
For School Administrators
There is a great deal of support available for school administrators in supporting the implementation of comprehensive sexuality education in public schools. These organizations can help:
4340 East West Highway, Suite 403
Bethesda, MD 20814
(800) 455-2742
www.ashaweb.org
1900 Association Drive
Reston, VA 20191
(800) 213-7191
www.aahperd.org/aahe
Association for Middle Level Education
(formerly National Middle School Association)
4151 Executive Parkway, Suite 300
Westerville, OH 43081
(614) 895-4730
www.amle.org
National Association of School Nurses
8484 Georgia Avenue, #420
(240) 821-1130
www.nasn.org
National School Boards Association
1680 Duke Street
Alexandria, VA 22314
(703) 838-6722
www.nsba.org
National Association of State Boards of Education
2121 Crystal Drive Suite #350
Arlington, VA 22202
(703) 684-4000
The Society of State Leaders in Health and Physical
Education
PO Box 40186
Arlington, VA 22204
(202) 286-9138
www.thesociety.org
38
For Parents
Parents and other adult caregivers play invaluable roles in
educating their children about sexuality and relationships.
Each organization maintains resources that can support
parents in providing accurate information to their children
comfortably and within the context of their values.
Advocates for Youth
(202) 419-3420
www.advocatesforyouth.org/parents-sex-ed-center-home
Answer
(732) 445-7929
http://answer.rutgers.edu/page/parentresources
States (SIECUS)
90 John Street, Suite 402
New York, NY 10038
(212) 819-9770
www.siecus.org/index.cfm?fuseaction=page.
viewPage&pageID=632&nodeID=1
For Middle and High School Students
Schools provide an important venue through which to
teach young people about sexuality, but young people
often have additional questions that they may not feel
comfortable directing to their teachers. These organizations all have resources for teens that are age-appropriate
and medically accurate:
Advocates for Youth
(202) 419-3420
www.advocatesforyouth.org
www.amplifyyourvoice.org/youthresource
American Social Health Association
PO Box 13827
Research Triangle, NC 27709
(919) 361-8400
www.iwannaknow.org
Answer’s Teen-to-Teen Sexuality Education Initiative,
Sex, Etc.
(732) 445-7929
www.sexetc.org
Rape, Abuse & Incest National Network (RAINN)
2000 L Street NW, Suite 406
(800) 656-HOPE (24 hour telephone hotline)
www.rainn.org
130
Glossary
Glossary
Abortion
A medical intervention that ends a pregnancy.
Abstinence
Choosing to refrain from certain sexual behaviors for a period of time. Some people define abstinence as not having
vaginal intercourse, while others define it as not engaging
in any sexual activity.
Age of Consent
The age a person is legally able to consent to sexual activity. It varies from state to state, but ranges from 14 to 18
years of age in the United States.
Abstinence-Only Programs
Programs exclusively focused on refraining from all sexual
behaviors. They do not necessarily put a condition on
when a person might choose to no longer be abstinent.
Abstinence-Only-Until-Marriage Programs
Programs focused exclusively on refraining from all sexual
behaviors outside of the context of a heterosexual marriage.
Age-Appropriate
Designed to teach concepts, information, and skills based
on the social, cognitive, emotional, and experience level of
most students at a particular age level.
AIDS
Acquired Immune Deficiency Syndrome. AIDS is caused
by the Human Immunodeficiency Virus (HIV). People do
not die from AIDS, they die from one of the infections
their body acquires as a result of their weakened immune
system. (also see HIV).
Biological Sex
Our sex as determined by our chromosomes (such as XX or
XY), our hormones and our internal and external anatomy.
Typically, we are assigned the sex of male or female at
birth. Those whose chromosomes are different from XX or
XY at birth are referred to as “intersex.”
Bisexual
A term used to describe a person whose attraction to other
people is not necessarily determined by gender. This is different from being attracted to all men or all women.
Body Image
How people feel about their body. This may or may not
match a person’s actual appearance.
Bullying
Physically, mentally, and/or emotionally intimidating and/
or harming an individual or members of a group.
Comprehensive Sexuality Education
Sexuality education programs that build a foundation of
knowledge and skills relating to human development, relationships, decision-making, abstinence, contraception, and
disease prevention. Ideally, comprehensive sexuality education should start in kindergarten and continue through
12th grade. At each developmental stage, these programs
teach age-appropriate, medically accurate information that
builds on the knowledge and skills that were taught in the
previous stage.
Consensual
When a person agrees to engage in sexual behaviors with
another person. “Consensual sex” means that no one was
forced or manipulated in any way to participate in a sexual
behavior.
Contraception
Any means to prevent pregnancy, including abstinence,
barrier methods such as condoms and hormonal methods
such as the pill, patch, injection and others.
Dating Violence
Controlling, abusive and/or aggressive behavior within the
context of a romantic relationship. It can include verbal,
emotional, physical and/or sexual abuse, be perpetrated
against someone of any gender and happen in any relationship regardless of sexual orientation.
131
39
Gay
A term used to describe people who are romantically and
sexually attracted to people of their same gender. Gay
women will often use the word “lesbian.”
Gender
The emotional, behavioral and cultural characteristics attached to a person’s assigned biological sex. Gender can be
understood to have several components, including gender
identity, gender expression and gender role (see below).
Gender Expression
The manner in which people outwardly expresses their
gender.
Gender Identity
People’s inner sense of their gender. Most people develop
a gender identity that corresponds to their biological sex,
but some do not.
Gender Roles
The social expectations of how people should act, think
and/or feel based on their assigned biological sex.
Harassment
Unwelcome or offensive behavior by one person to another. Examples are making unwanted sexual comments to
another person, sending unwanted sexual texts, bullying or
intimidation.
Heterosexual
sexually attracted to people of a different gender from
their own.
HIV
The Human Immunodeficiency Virus (HIV), which causes
AIDS (Acquired Immune Deficiency Syndrome). The virus
weakens a person’s immune system so that the person
cannot fight off many everyday infections. HIV is transmitted through exposure to an infected person’s blood,
semen, vaginal fluids or breast milk.
Homosexual
sexually attracted to people of their own gender. Most
often referred to as “gay” or “lesbian.”
Incest
Sexual contact between persons who are so closely related
that marriage between those two people would be considered illegal (e.g., a parent or step parent and a child,
siblings, etc.).
40
Lesbian
A term used to describe women who are romantically and
sexually attracted to other women.
Medically-Accurate
Grounded in evidence-based, peer-reviewed science and
research.
Puberty
A time when the pituitary gland triggers production of testosterone in boys and estrogen and progesterone in girls.
Puberty typically begins between ages 9 and 12 for girls,
and between the ages of 11 and 14 for boys, and includes
such body changes as hair growth around the genitals,
menstruation in girls, sperm production in boys, and much
more.
Rape
A type of sexual assault that involves forced vaginal, anal,
or oral sex using a body part or object.
Sexual Abuse
Sexual abuse is any sort of unwanted sexual contact often
over a period of time. A single act of sexual abuse is usually
referred to as a “sexual assault” (see below).
Sexual Assault
Any unwanted sex act committed by a person or people
against another person.
Sexual Harassment
Unwelcome sexual advances, requests for sexual favors,
and other verbal or physical conduct of a sexual nature.
Sexual Intercourse
When a penis is inserted into a vagina, mouth or anus.
Sexual Orientation
Romantic and sexual attraction to people of one’s same
and/or other genders. Current terms for sexual orientation
include gay, lesbian, bisexual, heterosexual and others.
Sexually Transmitted Diseases (STDs)
Diseases caused by bacteria, viruses or parasites that are
transmitted from one person to another during sexual contact. Also called sexually transmitted infections or STIs.
Transgender
A gender identity in which a person’s inner sense of their
gender does not correspond to their assigned biological sex.
132
References
References
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FoSE is a collaboration of partner organizations:
136
137
138
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412 N. Hull Street, Montgomery, AL 36106
334-265-8004 (ph) * 334-265-8033 (fax)
[email protected] * www.acptp.org
www.facebook.com/acptp * www.twitter.com/AlabamaCampaign
Mobile County Health Department TEEN Center
248 Cox Street, Mobile, AL 36604
251-690-7525 (ph) * 251-690-8888 (fax)
[email protected] * www.thinkteen.org
140

Alabama Campaign website - Alabama Campaign to Prevent Teen

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