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The problem of demonstrative behavior is very topical among teenagers and this issue has become the subject of systematic scientific research. Demonstrative manifestations in adolescents disrupt the favorable socialization; therefore, understanding, prevention and correction of demonstrative behavior at this age is relevant and requires special attention. The purpose of the research is to examine and diagnose demonstrative behavior in adolescents (college students), as well as to develop and implement the program aimed at preventing demonstrative manifestations in adolescents. The experiment involved 90 first-year students of the Kazan College of Humanities and Social Sciences. The leading method in the study of this problem was the diagnostic testing that helped to reveal the level of demonstrativeness and personal accentuation of teenagers. The following diagnostic tools were applied: H. Schmieschek's personality accentuation test ("Schmieschek Fragebogen") designed to diagnose the type of personality accentuation; test on demonstrativeness. On the basis of the results of the ascertaining experiment, the program containing a variety of forms and methods of preventing demonstrative manifestations in adolescents was developed. Statistical analysis of empirical research was carried out by means of standard techniques of mathematical statistics (Student's t-test). The given program has practical value to educators, psychologists and classroom teachers of secondary schools in the organization of the educational process.

One of the most important functions of historical and pedagogical education in modern educational the system is connected with a pupil's character features development, a value apprehension of social events and a formation of a value-oriented attitude to reality. The main aim of the present article is to describe and analyze the results of a conceptual and methodological model implementation which is based on historical and social science knowledge for a purpose of a formation of value-oriented attitude to reality among younger pupils. The principle methods of this research are: modelling method which allows to observe and trace a value-oriented attitude formation in a step-by-step sequent complex of didactic, methodological and technological historical and social science education components of a primary and secondary education; a method of pedagogical experiment among younger pupils aimed at a formation of a value-oriented attitude to reality on the basis of historical and social science knowledge. The conceptual and methodological model of a value-oriented attitude to reality formed on historical and social science knowledge among younger pupils is discussed and explained in the present paper; the forming conditions of a value-oriented attitude to reality based on historical and social science knowledge among younger pupils are revealed from a pedagogical point of view taking into account pupils' most sensitive personal development period for pedagogical influence and reality apprehension. Devised and tested diagnostic tools implemented among younger pupils to analyze the quality parameters of a value-oriented attitude to social objects in connection with history and modern conditions are considered to be practically significant.

Background: Vaccination policy has grown increasingly polarised, and concerns about vaccination practices are often articulated jointly with fears over declining trust in scientific expertise and the demise of evidence-based policy. This has led to a discursive deadlock in which evidence comes to denote something that is crafted and monopolised by a trained élite, with no role to play for the workings of democracy. Our own methodologies tend to accentuate this epistemic hierarchy, for much qualitative research relies on élite interviews with officials and scientific experts. The introduction of the vaccine against Human Papilloma Virus (HPV), on which we report in this paper, is a case in point. Objectives and methods: With this study, we intervene in this discursive and methodological deadlock using unconventional methods--inspired by the participatory spirit of the 'argumentative turn' in policy analysis, we experimented with citizen science to produce critical knowledge about HPV policy in Austria and simultaneously intervene in this expert-driven policy discourse. Specifically, we involved adolescents in analysing HPV policy discourse using press releases and a combination of inductive and deductive textual coding. Findings and conclusions: Our results point to the sidelining of sexuality and gender in the presentation of scientific evidence on HPV in press releases, and highlight the dominance of the pharmaceutical industry in shaping the political-administrative decision to offer the HPV vaccine to all children in 2014. Our study points to ways of integrating citizen science in the social sciences and contributes to a rethinking of methodologies in qualitative policy analysis.

Post-school outcomes for adolescents and young adults with autism spectrum disorder (ASD) are exceedingly poor. The convergence of adolescence as a development period, the expression of ASD during adolescence, and the complicated logistic nature of high schools create a perfect storm of complexity that may pose challenges and establish barriers to providing an effective secondary education program. Given this complexity, addressing learning needs for adolescents with ASD and improving post-school outcomes requires a comprehensive approach. In this article, the authors describe a set of implementation science principles and practices that could be employed in supporting the adoption and implementation of a comprehensive program for high school students with ASD. The program developed by the Center on Secondary Education for Students With Autism Spectrum Disorder(CSESA) serves as a case example of how such principles and practices may be employed in program planning and implementation. [This paper was published in "Remedial and Special Education," (EJ1021022).]

Prior research has shown that students from less educated families are less likely to study both science, technology, engineering and mathematics (STEM) subjects and arts and humanities subjects. This article used a large representative sample of university students in England to explore the relationship between students' enjoyment, perception of ability and socio-economic disparities in subject choices. Although these attitudes differed by students' parents' education level, and were associated with subject choices, disparities in choices persisted when accounting for these differences. Students with less educated parents were less likely to choose arts and humanities and more likely to study social sciences, law and business, over STEM, even when their enjoyment and perception of ability in subjects were similar. Students whose parents had higher levels of education were more likely to choose STEM over arts and humanities as their enjoyment of STEM increased, suggesting different underlying processes informing student choices by social background.

Americans have been wrestling with college drinking for so long that they've forgotten there was a time when they didn't. Prior to World War II there were a number of "crises" on American campuses--loutish behavior at football games, the introduction of the research-heavy "German Method," the corruption of coeds--but excessive college drinking was not among them. College drinking per se is not the problem. On the contrary, rowdy drinking serves an important identity-and community-building role in American higher education. The problem, rather, is the small minority of college drinkers who cannot drink safely. They should be the focus of treatment and, if necessary, punishment. In this article, the author shares the story of The College Drinking Game--how it got started, how it has been played, and how people might end it by seeing college drinking in a different light.

The processes of puberty, including reproductive fertility and social-role transitions, now begin earlier, last longer, and are experienced in very different contexts. Because of this, all children and adolescents need good-quality puberty education in school curricula, and this need is supported by positive cost-benefit analysis and international professional consensus. The introduction of a new nationwide curriculum is an ideal opportunity to seek evidence for the presence of puberty education, in this case, in the Australian Curriculum. This study, a concise account of the first-known search for such evidence, aims to examine the compulsory curriculum Content Descriptions in the subject Learning Areas (LAs) developed for Australian students in Years 1-10. Quantitative and qualitative content analyses were conducted of audits taken at critical learning/teaching stages for students aged 5, 10 and 15. Findings highlight negligible levels of puberty education presence, even in the LA of Health and Physical Education (HPE), but immense potential for the inclusion of puberty education in all audited LAs. The introduction of consistent, continuous and competent programmes in all school years would likely enhance students' well-being, health and safety, educational outcomes and life chances.

The major social science theories on adolescent risk-taking--strain, social control, and differential association theories--have received substantial empirical support. The relationships between variables central to these theories and individual differences in temperament related to risk-taking, however, have not been adequately studied. In a sample of adolescents, this study examines how behavioral inhibition and activation relate to variables central to social control, strain, and differential association theories and how interactions between behavioral inhibition and activation and these theories predict aggressive and nonaggressive forms of risk-taking. The results of this study suggest that (a) BIS (behavioral inhibition system) and BAS (behavioral approach system) are related to strain, social control, and differential associations; (b) the effects of these social science and personality variables are, at least partially, additive; and (c) significant interactions exist between BIS/BAS and social control and differential association. Combining social science and personality concepts therefore could advance the understanding of differences in risk-taking. (Contains 4 tables and 2 figures.)

"Reading maturity" is a construct that looks broadly at reading development encompassing not only basic reading skills but reading habits, attitudes, and dispositions. It has a rich history and this article calls for a need to make reading maturity a necessary part of the literacy curriculum. It offers a working description and reviews past history of the construct, discusses why reading maturity is important, and provides ideas about monitoring progress toward reading maturity. This article asserts that the reading field has developed a solid understanding of how students acquire basic reading skill and content area literacy abilities. However, a compelling and unified larger purpose for reading education seems absent, particularly for adolescent and adult readers. This article suggests that renewed attention to reading maturity could help address this. It contends that attention to reading maturity should involve more than general notions of becoming "well-read." Instead, it should include a balanced social-science approach to intentionally and systematically monitoring student progress toward reading maturity. Suggestions are offered to help begin this process including free online access to a reading maturity assessment and planning instrument called "The Reading Maturity Survey" (Thomas, 2001).

Since 2005, the author and Elizabeth Moje have been engaged in a project to create a more coherent and cohesive program to prepare secondary teachers at the University of Michigan, a project they call the Clinical Rounds Project. Central to this effort has been their use of "disciplinary literacy" to build connections and enhance prospective teachers' capacity to use reading and writing to teach history to a range of learners across a range of contexts. What began as an explicit, three-semester focus on helping prospective teachers learn to use the historian's specialized knowledge and literacy practices has mandated a number of programmatic reforms, each reducing significantly the fragmentation that preservice teachers face. The Rounds Project thus far has centered mostly on improving the undergraduate teacher education in history and the social sciences, though they have begun to extend their efforts into the science, math, and English language arts areas. Their program is relatively small, certifying approximately 400 secondary students per year in all content areas. In this essay, the author describes their decision to make adolescent and disciplinary literacy central to the work of preparing teachers, explains what this has meant for their program, and offers a bit about what they are learning from this work. (Contains 35 notes.)

Parent training (PT) is well established for reducing child externalizing problems; however, lower rates of engagement in PT among ethnic minority/immigrant families have been found. We assessed PT acceptability among Chinese immigrant parents and explored clinical and cultural factors that may be associated with acceptability. Participants were a community sample of 145 Chinese immigrant parents (84% mothers) between the ages of 32 and 65 years (M=43.3 years, SD=6.2) who had children (84 boys, 59 girls) between the ages of 4 and 17 years (M=10.7 years, SD=3.6). Results suggest that parents found positive reinforcement techniques significantly more acceptable, less problematic, and more likely to be supported by others than punishment-based techniques. Parents who endorsed the Chinese child-rearing value of shaming were less likely to find PT acceptable. Parents who reported greater dysfunction in parent-child interactions rated PT as more acceptable, and families with prior Child Protective Services (CPS) involvement rated PT as less acceptable. However, previous mental health treatment appears to bolster acceptability among parents with prior CPS involvement. Clinical implications for addressing barriers to PT engagement and future research directions are discussed. (Contains 4 tables and 3 figures.)

Since the construct of "self-esteem" was first introduced over 100 years ago, a wealth of knowledge has been accumulated. Several conclusions about the nature of self-esteem can be reached that provide a foundation for future practice and research. In general, research shows that high self-esteem is associated with the behaviors, goals, and coping processes that facilitate success in school, work, and relationships, while low self-esteem is a risk-factor for mental health problems, antisocial behavior, and substance abuse. This article provides a brief primer on self-esteem and reviews the literature on self-esteem intervention programs. (Contains 1 table.)

The recently fashionable theories of positive psychology have educational ramifications at virtually every level of engagement, culminating in the model of positive education. In this critical review, I scrutinize positive education as a potential theory in educational psychology. Special attention is given to conceptual controversies and suggested educational interventions. Positive psychologists have yet to explore in detail the school as a positive institution. They have written at length, however, about such positive personal traits as moral virtue and resiliency, and about positive emotions both as embodied in experiences of classroom "flow" and as facilitators of students' personal resources. Because the empirical evidence concerning these positive factors remains partly mixed or tentative, and because most of them had a home in other theoretical frameworks before the advent of positive psychology, searching questions remain about the effectiveness and originality of positive education. This article addresses some of those questions.

Little research has investigated girls' and college women's reactions to non-objectified media images of women, including those that depict women in instrumental activities like playing a sport. This study examined open-ended responses to images of performance athletes, sexualized athletes, and sexualized models. Participants were 258 adolescent girls (ages 13-18) and 171 college women (ages 18-22). Responses were coded for inductively-derived themes. After viewing performance athletes, participants made instrumental evaluations of the athletes and themselves. They also considered these athletes to be role models and remarked that they transgressed traditional gender stereotypes. In contrast after viewing sexualized athletes, girls and women made objectified appraisals of the athletes and themselves. They also levied critiques about women's status in society in response to sexualized athletes. Participants viewed these images in a similar manner as general sexualized images of women. Findings suggest the need for more performance imagery of female athletes in mainstream media. (Contains 3 tables.)

Although most social science research on adolescence emphasizes risks and challenges, an emergent field of study focuses on adolescent thriving. The current study extends this line of inquiry by examining the additive power of identifying and nurturing young people's "sparks," giving them "voice," and providing the relationships and opportunities that reinforce and nourish thriving. A national sample of 1,817 adolescents, all age 15 (49% female), and including 56% white, 17% Hispanic/Latino, and 17% African-American adolescents, completed an online survey that investigated their deep passions or interests (their "sparks"), the opportunities and relationships they have to support pursuing those sparks, and how empowered they feel to make civic contributions (their "voice"). Results consistently supported the hypothesis that linking one's spark with a sense of voice and supportive opportunities and relationships strengthens concurrent outcomes, particularly those reflecting prosociality, during a key developmental transition period. The three developmental strengths also predicted most outcomes to a greater degree than did demographics. However, less than 10 percent of 15-year-olds reported experiencing high levels of all three strengths. The results demonstrate the value of focusing on thriving in adolescence, both to reframe our understanding of this age group and to highlight the urgency of providing adolescents the opportunities and relationships they need to thrive.

This special issue, Developing Social- Emotional and Behavioral Interventions with School Communities: Systematic and Collaborative Processes, reflects the current state of the science for improving schools to better educate children and adolescents and promote their behavioral health. The innovations described in this volume describe advancements in intervention programs and in implementation and school change at a broader level. After briefly commenting about the contributions to this special issue, I go on to suggest ways to expand the focus of our science to innovate more effective school systems. In doing so, I touch on lessons learned by our research group as we collaborated with public school systems during the past 20 years. (Contains 2 figures.)

In an attempt to address perceived shortcomings in traditional content-area literacy preparation, an interdisciplinary group of teacher education faculty developed an approach called "content-driven literacy" (CDL), which was applied to the design of courses to prepare preservice secondary science and social studies teachers. This article describes the development and implementation of the CDL course work and its five elements: reading and writing embedded in subject matter, explicit instruction, planning and modification of literacy instruction, research-based instruction, and the use of diverse content-area texts. The types of knowledge the preservice teacher participants gained from this approach and implications for secondary content instruction are discussed. (Contains 1 table.)

Qualitative research is continuously evolving and expanding as researchers seek methodologies that reflect the intersubjective nature of experience. "Relational inquiry" is an approach which considers the relationships (a) between researchers and participants, (b) among multiple dimensions of the participant's lived experience, and (c) between the subjectivity of the participant and the phenomenon under study. In this article, the authors present a study in which the experiences of adolescent girls who use methamphetamines are explored through the use of photograph elicitation. The authors demonstrate how engagement with photographs can bring forth narratives from which researchers, teachers, practitioners, and, indeed, adolescent girls can learn. (Contains 2 figures.)

Recognition of the interplay between nature and nurture is decades old in fields such as psychiatry, but other fields in the social sciences continue to be hampered by the idea that social and biological variables compete for explanatory relevance. In a recent study of the adolescent brain and risk taking, Males critiqued biologically oriented approaches as "biodeterminist" compared to environmentally friendly approaches. Here the authors suggest that the use of biological and social variables, or nature and nurture, is not only uncontroversial but also essential for understanding psychopathology, externalizing, and antisocial behaviors. Moreover, biosocial scientific inquiry has led to progressive state policy in the case of "Roper v. Simmons", precisely the opposite outcome that critics of biologically friendly research often claim.

Research consistently shows that lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) youth are a vulnerable population. It is essential for professionals who work with adolescents or in adolescent-serving organizations to understand strategies for creating supportive environments for LGBTQ youth. This introduction briefly outlines social science research about the contemporary lives of LGBTQ youth, as well as the most recent research that speaks to both risk and resilience in their lives. These discussions provide grounding for the articles in this issue that consider ways to create supportive environments for LGBTQ students.

The origin of values and preferences is an unresolved theoretical question in behavioral and social sciences. The Savanna-IQ Interaction Hypothesis, derived from the Savanna Principle and a theory of the evolution of general intelligence, suggests that more intelligent individuals may be more likely to acquire and espouse evolutionarily novel values and preferences (such as liberalism and atheism and, for men, sexual exclusivity) than less intelligent individuals, but that general intelligence may have no effect on the acquisition and espousal of evolutionarily familiar values (for children, marriage, family, and friends). The analyses of the National Longitudinal Study of Adolescent Health (Study 1) and the General Social Surveys (Study 2) show that adolescent and adult intelligence significantly increases adult liberalism, atheism, and men's (but not women's) value on sexual exclusivity. (Contains 4 footnotes, 4 tables, and 1 figure.)

Considering that today's students feel extremely more comfortable with computers than did earlier generations of students vis-a-vis the notion that, as a social category, they have become one of the most interesting topics in research papers and journals in the field of behavioral and social sciences since the 1950s (Batan 2002), their individual and collective experiences of information and communications technology (ICT) could be expected to create a portrait of accounts that might inform educational policy makers as to how their ICT needs and concerns could be better addressed through a more responsive and a well-defined IT-driven educational platform. The central question that this phenomenological study purported to answer was: "How does a select group of Filipino adolescents collectively experience information and communications technology (ICT)?" Findings of this study revealed that the individual and collective articulations, verbalizations, and musings of the 60 adolescents recruited from two regions in the Philippines exposed three distinct but interrelated conceptual zones of ICT, namely: the zone of technology perspective (ZTP), zone of technology power and efficacy (ZTPE), and zone of technology deficits (ZTD). Implications of the study are also discussed in the paper.

Sexual harassment in sport has become an active research field within the past decade yet we know relatively little about the characteristics of the harassing coach. How are harassing coaches characterised by their victims, that is, the athletes themselves? Do they demonstrate specific kinds of behaviours? One purpose of this article is to address these types of questions. Another is to assess the usefulness of general classifications of perpetrators of sexual harassment. This is done by examining whether qualitative data from sexually harassed elite female athletes support the various conceptual frameworks for sexual harassment that are presented. Results from interviews with 19 female elite athletes who were sexually harassed by their coaches produced a sport typology that consists of three main types: (1) The Flirting-Charming Coach; (2) The Seductive Coach; and (3) The Authoritarian Coach. These types are discussed in relation to the previous classifications to test the degree of fit. The limitations of monolithic classifications are exposed by this exercise: the data suggest that, rather than being one-type only, sexually harassing coaches select from a repertoire that may include several different harassment scripts. They vary these according to situational conditions. The wider limitation of social science classifications, that their categories are not discrete, also applies here. This need not be a practical limitation, however, if the typologies are used as heuristic devices rather than to determine, for example, specific disciplinary outcomes or treatment regimes. Sexual harassment prevention is often either missing from coach education programmes altogether or subsumed within broader themes such as (gender) equity or diversity management. One of the educational values of typologies is that they focus attention on the range of potential sexually harassing behaviours in ways which might otherwise escape attention. Communication styles, postures, gestures and group management techniques are just some of the elements of coaching that can be improved with an understanding of sexual harassment scripts. It is difficult to assess whether feminisation of the coaching profession would lead to a less harassing environment. But, since this environment is so closely linked to hegemonic masculinity, and what are often described as traditional male values, we hypothesise that a transformation of the coaching culture, and associated re-scripting of coach behaviour, might be easier if more female coaches were involved in sport. (Contains 1 figure.)

The authors explore the contributions of social and genetic influences to religious attitudes and practices in a population-based sample of 11-18 year olds and their mothers who responded to a Religious Attitudes and Practices Inventory and Religious Rearing Practices Inventory respectively. Contrary to genetic studies examining adult religious behavior, genetic influences were small, accounting for only 10 percent of the variance. Rather, the effects of the social environment were much larger, greater than 50 percent, and a majority of offspring similarity was explained by familial rearing. In light of the divergent finding between adults and adolescents, one supporting a socialization model and the other a genetic model, the importance of integrating genetic and social science methodology for complex social behaviors is discussed. (Contains 8 tables and 1 note.)

The social neuroscience of child and adolescent depression is inherently multidisciplinary. Depressive disorders beginning early in life can have serious developmental and functional consequences. Psychopathology research has described depression's defining clinical and contextual features, and intervention research has characterized its response to treatment and prevention programs. Neuroendocrine, electrophysiological, and neuroimaging studies have identified core neurobiological aspects of early-onset mood disorders. These areas are reviewed using a developmental social neuroscience perspective for integrating disparate observations. The paper introduces a dynamic adaptive systems framework, and it discusses hedonic capacity, stress sensitivity, ruminative self-focus, and attentional impairments as fundamental components of mood disorders.

Social science research shows that contemporary women endorse feminist goals at rates similar to women in the 1970s. However, generations may differ in some aspects of their relationship to feminism. This study of 333 university alumnae examined expressions of feminism across three generations. We provide the first empirical evidence to support Stewart and Healy's (1989) prediction about the impact of social events experienced in childhood; only the youngest cohort recalled holding feminist beliefs as children. Additionally, each cohort identified feminist influences from the period coinciding with their own identity-forming adolescence as most important, although feminism was related to other beliefs in a similar way for each cohort. The Women's Movement appears to be internalized differently depending on developmental life stage.

The article critically explores the conditions necessary for children to be fully involved in developing a community-related school curriculum, doing this through a critical reappraisal of the gap between the philosophy of environmental education and its practice in schools highlighted by Stevenson in 1987. This article draws on a recent UK Economic and Social Science Research Council project [RES 221-25-0036]: Listening to Children--Environmental Perspectives and the School Curriculum (L2C). This one-year, participatory research initiative studied children's local environmental perspectives and was undertaken by the authors, in partnership with teachers, 11-12-year-old school children and their 17-year-old mentors, and community representatives, in a secondary school serving an English urban community on the edge of a large conurbation. The research focused on (1) how children perceive and act within their local environment and community, (2) how they make sense of this in relation both to their lives and to the school curriculum, and (3) how schools might enable children's local environmental perspectives to become a part of their curriculum experience. The article is in two parts; the first details the research and reviews its success in bringing children's local experience and knowledge into the curriculum. The second then uses the L2C experience as a lens through which to examine the environmental education philosophy-practice gap within English schools, commenting on what has changed over the twenty years since Bob Stevenson's original article. It ends with a discussion of the current opportunities for environmental education.

The German and Australian "longitudinal" surveys analysed here are the first national representative surveys to show that (1) people who continuously own a pet are the healthiest group and (2) people who cease to have a pet or never had one are less healthy. Most previous studies which have claimed that pets confer health benefits were "cross-sectional." So they were open to the objection that owners may have been healthier in the first place, rather than becoming healthier due to owning a pet. In both countries the data show that pet owners make about 15% fewer annual doctor visits than non-owners. The relationship remains statistically significant after controlling for gender, age, marital status, income and other variables associated with health. The German data come from the German Socio-Economic Panel in which respondents have been interviewed every year since 1984 (N = 9723). Australian data come from the Australian National Social Science Survey 2001 (N = 1246).

Physicians, including child and adolescent psychiatrists, show variability and inaccuracies in diagnosis and treatment of their patients and do not routinely implement evidenced-based medical and psychiatric treatments in the community. We believe that it is necessary to characterize the decision-making processes of child and adolescent psychiatrists using theories and methods from cognitive and social sciences in order to design effective interventions to improve practice and education. This paper selectively reviews the decision-making literature, including recent studies on naturalistic decision making, novice-expert differences, and the role of technology on decision making and cognition. We also provide examples from other areas of medicine and discuss their implications for child psychiatry.

Spatial dependence exists when the variation between observations is dependent on spatial location. In the present study, geostatistical methods were used to examine spatial dependence in adolescents' perceptions of their neighborhoods: whether adolescents living in close proximity perceived their neighborhoods more similarly than adolescents living further apart. Participants included 343 adolescents (53% male; 91% African American) enrolled in sixth grade, residing in Baltimore City, with geocoded home addresses. These addresses were used in combination with a measure of perceived neighborhood disorder and disadvantage to compute variogram plots, a geostatistical technique used to evaluate spatial dependence. Results indicated that perceptions of youth residing in close geographic proximity were more similar than perceptions of youth residing further apart. Adjusting for census-level characteristics, but not individual and family characteristics, resulted in decreased variation among participants but did not eliminate the spatial dependence. Findings highlight the utility of geostatistical methods for social science research. (Contains 4 tables, 1 footnote and 4 figures.)

We explore here the potentials of a social constructionist orientation to knowledge for research and clinical practice. Dialogues on social construction emphasize the communal origins of knowledge. They stress the cultural basis of knowledge claims, the significance of language, the value saturation of all knowledge, and the significance of relationships as opposed to individuals. An initial illustration of constructionism in action centers on adolescent risk behavior. Such behavior is often constructed negatively within popular writings and the social science and thus ignores the meaning of such actions to the adolescents themselves. Discourse analysis indicates that for adolescents risky behavior serves important functions of enhancing group solidarity and establishing positive identity. A second illustration, exploring the implications of constructionism for therapy, places a strong emphasis on the therapist as a collaborator in the building of meaning. Traditional investments in diagnosis and treatment are replaced with the collaborative creation of new possibilities for action.

When adolescents in the United States of America trail much of the world on measures of school achievement, but are among the world leaders in violence, unwanted pregnancy, STDs, abortion, binge drinking, marijuana use, obesity, and unhappiness, it is time to admit that something is wrong with the way that the country is raising its young people. Laurence Steinberg calls for the need to start thinking differently about adolescence in the United States. He writes here that during the last 15 years, we've learned a great deal about adolescence as a stage of development, in part because of tremendous advances in our understanding of how the brain changes during this period. Whereas it was once thought that brain development was more or less complete by the end of childhood, because the brain reaches its full adult size by then, new research shows that the brain continues to mature well into one's twenties. The changes that take place in the brain during adolescence are not so much about growth as they are about reorganization. What distinguishes adolescence from other periods in brain development is not the fact that reorganization is taking place, but where it is happening. It occurs primarily in two regions--the prefrontal cortex and the limbic system. The prefrontal cortex sits immediately behind your forehead, and it is the main brain area responsible for self regulation. It makes us rational. The limbic system is deep in the center of the brain, beneath the cortex. The limbic system plays an especially important role in generating emotions. The story of adolescence is the story of how these regions learn to work together. It is a tale that unfolds in three overlapping phases namely (1) Starting the engines; (2) Developing a better braking system; and (3) Putting a skilled driver behind the wheel. This article presents a few of the lessons from behavioral science, social science, and neuroscience as they pertain to adolescent development, education, and well being. The author makes the case that if parents and educators pay close attention to the lessons learned, they can take advantage of them to provide what young people need in order to develop into well-adjusted, successful young adults.

Examines the relationship between teenage premarital paternity, child support enforcement, and delinquency. The non-random data were gathered from the Marian County, Indiana District Attorney's Office and Juvenile Court. Suggests that the early establishment of paternity should be pursued and that child support enforcement strategies should strongly encourage young fathers to complete high school. (KO)

Social cognitive skills training (SCST) in a therapeutic setup can result in more positive outcomes when incorporated with psychotherapy, especially among adolescents with minor social-cognitive impairments, and it may result in multifarious benefits to mitigate their social-cognitive dysfunction. This research focuses on the effect of SCST on the cognitive and affective theory of mind for adolescents with low social cognition. Quasi-experimental research with a pre-test-post-test design was used. Edinburgh Social Cognition test (ESCoT) was used for pre-and post-testing one week before and post-SCST training. The significant findings reveal a positive impact of SCST on the affective theory of mind and cognitive theory of mind in the experimental group. No significant changes were found in the control group (waitlisted). The results help validate the SCST module to improve an adolescent’s cognitive and affective theory of mind in social cognition. Further implications are discussed.

Introduction: Depression is one form of common mental disorder that significantly impacts adolescents. The emotional well-being of parents and family can directly influence adolescents’ mental states. This study aimed to assess the association between parental depression and adolescents aged 15–19 years. Methods: This study utilized data from the third, fourth, and fifth cycles of the Indonesian Family Life Survey (IFLS) conducted jointly by Research and Development Corporation and Universitas Gadjah Mada. Adolescent depression was assessed using the Center for Epidemiologic Studies Depression-10, in which IFLS-5 (2014) data were analyzed. At the same time, parental depression was measured using data from IFLS-4 (2007) and IFLS-5 (2014). The study sample consisted of adolescents living with their parents, and 1104 adolescents were involved in the analysis. A multivariate logistic regression model of potentially contributing factors was employed to analyze the role of parental depression in adolescent depression. Results: A substantial portion of adolescents (21.2%) reported experiencing depression, with a higher prevalence observed among girls (25.3%). Adolescents were more likely to experience depression if their parents also reported depressive symptoms. According to 2014 data, as many as 25.4% of adolescents with mothers experiencing depression also reported feeling depressed. Meanwhile, 28.1% of adolescents experienced depression at the same time that their fathers felt depressed. Parental depression affected adolescent depression and had a significant and greater effect on female adolescents. Conclusion: This study revealed a strong association between parental depression and adolescent depression in Indonesia. The results underscore the importance of family-based interventions to reduce the adverse effects of depression on adolescents.