Summary: <p>Child Development 101:<br> The Middle School Years<br> Presented by: Dr. Dawn-Elise Snipes<br> Executive Director, AllCEUs</p> <p>Continuing Education (CE) credits can be earned for this presentation at <a href="https://www.allceus.com/member/cart/index/product/id/613/c/">https://www.allceus.com/member/cart/index/product/id/613/c/</a></p> <p>Objectives<br> ~ Review developmental tasks children accomplish at this stage<br> ~ Examine how teens thinking patterns are different than that of both pre-teens and adults<br> ~ Explore ways to assist teens in enhancing their self esteem<br> ~ Review Kholberg’s theory of moral development<br> Kholberg’s Theory of Moral Development<br> ~ Level 2 – Conventional morality (9+ years)<br> ~ Internalized moral standards of valued adult role models.<br> ~ Parents<br> ~ Media<br> ~ Community<br> ~ Authority is internalized but STILL not questioned???<br> ~ Encourage independent analysis of shoulds and musts<br> ~ Explore/discuss social problems<br> ~ Help teens learn to embrace acceptance of people (and themselves) regardless of other viewpoints</p> <p>Kholberg’s Theory of Moral Development<br> ~ Level 2 – Conventional morality (9+ years)<br> ~ Reasoning is based on the norms of the peer group<br> ~ Stage 3. Good Interpersonal Relationships.<br> ~ Desire to be seen as being a good person by others.<br> ~ Stage 4. Maintaining the Social Order. (Only 10-15% of adults reach this stage)<br> ~ Awareness of the wider rules of society<br> ~ Judgments concern upholding the law and to avoiding guilt.</p> <p>Piaget<br> ~ Formal Operational<br> ~ Abstract thinking and hypothesizing begin<br> ~ Inductive reasoning: My experiences lead me to predict….<br> ~ Deductive reasoning: Based on a general principle, I can expect/predict<br> ~ Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning</p> <p>Maslow</p> <p>~ Biological Needs –Preventing Vulnerabilities/Emotional Regulation<br> ~ Sleep<br> ~ Nutrition<br> ~ Sunlight<br> ~ Medical care<br> ~ Exercise<br> ~ Safety (External and Internal Bullying)</p> <p>Maslow</p> <p>~ Love, Belonging and Self-Esteem<br> ~ Identity vs. Role Confusion (12-18 Years)<br> ~ Search for a sense of self and personal identity, through exploration of personal values, beliefs and goals relating to many roles<br> ~ Fidelity involves being able to accept others, even when there may be ideological differences.<br> ~ Social Influences<br> ~ Pubertal self-help – re. physical changes<br> ~ Social support – protection against turmoil<br> ~ Identity formation – mirror<br> ~ Values clarification – sounding board</p> <p>Characteristics of High Self-Esteem<br> ~ Act independently<br> ~ Assume responsibility<br> ~ Take pride in personal accomplishments<br> ~ Rejoice in other’s accomplishments<br> ~ Tolerate frustration and failure<br> ~ Accept and give constructive feedback<br> ~ Attempt new tasks and challenges<br> ~ Handle positive and negative emotions<br> ~ Offer assistance to others</p> <p>Causes of Stress and Low Self-Esteem<br> ~ Low Self-Esteem<br> ~ Need for external validation<br> ~ Abandonment fears<br> ~ Failure to develop identity and a sense of competence<br> ~ Failure to understand self and complimentarity<br> ~ Temperament<br> ~ Extrovert vs. Introvert (Environment, Social Preferences, Problem Solving)<br> ~ Sensing vs. Intuitive (Conceptualization, understanding of the world)<br> ~ Thinking vs. Feeling (Moral reasoning, problem solving)<br> ~ Judging vs. Perceiving (Time management)</p> <p>Causes of Stress and Low Self-Esteem<br> ~ Low Self-Esteem<br> ~ </p>
