Category: Pychology of Childhood
The Two Most Meaningful Issues to be Addressed in Adolescence
Posted by Nick Roy in Pychology of Childhood Tuesday, 9 March 2010 12:42 No Comments
The two most meaningful issues to be addressed in adolescence are intertwined. An adolescent’s relationship with God and his or her ability to apply biblical principles to daily life are crucial. As in every stage of the lifespan, eternal destination is of utmost importance. 1 Peter 1:3 says that God has given all that is needed for life and godliness. This means that as complex and confusing as an adolescent’s life can be, the answers to the questions that arise are all found in the pages of Scripture and through a relationship with God.
Consider some of the issues listed in this week’s assignment. God’s Word has much to say about peer group affiliation (Proverbs 17:9, 17, 22, 24-26; 22:21; 23:20; 24:1; 25:6), autonomy (Genesis 2:24; Exodus 20:12; Ephesians 6:1- 3; Colossians 1:3), substance abuse (Proverbs 23:20, 29-35; Isaiah 5:11-12, 22; Romans 13:13, 14; Galatians 5: 19-25; Ephesians 5:18), suicidal ideations (Genesis 1:27; Job 3, 6:8-11; Romans 8:35-39), and sexuality (Leviticus 18; Deuteronomy 22:3; Song of Solomon; Romans 1:26,27). The overall scope of Scripture can help an adolescent develop a true sense of self, the value God places on each person, and the responsibilities human beings have toward one another. A relationship with God can give purpose and meaning to life, especially during this time of “major changes in the ways in which individuals must deal with the world” (Feldman, 2008, pg. 408).
Several studies concur that adolescents who hold “religious” values are less likely to participate in delinquent behavior (Petts, 2009; Milot and Ludden, 2009), and be involved in substance abuse (Milot and Ludden, 2009; Berg, C. Choi, W. S., Kaur, H., Ahluwalia, J. S., 2009). These same adolescents are more likely to demonstrate high scholastic motivation and achievement (Milot and Ludden, 2009) and higher degrees of hope, joviality, psychological acceptance and mindfulness (Heaven, P. C. L., Ciarrochi, J., 2007).
References
Berg, C., Choi, W. S., Kaur, H., Nollen, N., Ahluwalia, J. S. (2009). The roles of parenting, church attendance, and depression in adolescent smoking. Journal of Community Health, 34(1), 56-64.
Feldman, R. S. (2008). Development across the life span. Upper Saddle River, NJ: Pearson
Prentice Hall.
Heaven, P. C. L., Ciarriochi, J. (2007). Personality and religious values among adolescents: A three-wave longitudinal analysis. British Journal of Psychology, 98(4), 681.
Milot, A. S., Ludden, A. B. (2009). The effects of religion and gender on well-being, substance abuse, and academic engagement among rural adolescents. Youth and Society, 40(3), 403.
Petts, R. J. (2009). Family and religious characteristics’ influence on delinquency trajectories from adolescence to young adulthood. American Sociological Review, 74(3), 463-484.
The two most meaningful issues to be addressed in adolescence are intertwined. An adolescent’s relationship with God and his or her ability to apply biblical principles to daily life are crucial. As in every stage of the lifespan, eternal destination is of utmost importance. 1 Peter 1:3 says that God has given all that is needed for life and godliness. This means that as complex and confusing as an adolescent’s life can be, the answers to the questions that arise are all found in the pages of Scripture and through a relationship with God.
Consider some of the issues listed in this week’s assignment. God’s Word has much to say about peer group affiliation (Proverbs 17:9, 17, 22, 24-26; 22:21; 23:20; 24:1; 25:6), autonomy (Genesis 2:24; Exodus 20:12; Ephesians 6:1- 3; Colossians 1:3), substance abuse (Proverbs 23:20, 29-35; Isaiah 5:11-12, 22; Romans 13:13, 14; Galatians 5: 19-25; Ephesians 5:18), suicidal ideations (Genesis 1:27; Job 3, 6:8-11; Romans 8:35-39), and sexuality (Leviticus 18; Deuteronomy 22:3; Song of Solomon; Romans 1:26,27). The overall scope of Scripture can help an adolescent develop a true sense of self, the value God places on each person, and the responsibilities human beings have toward one another. A relationship with God can give purpose and meaning to life, especially during this time of “major changes in the ways in which individuals must deal with the world” (Feldman, 2008, pg. 408).
Several studies concur that adolescents who hold “religious” values are less likely to participate in delinquent behavior (Petts, 2009; Milot and Ludden, 2009), and be involved in substance abuse (Milot and Ludden, 2009; Berg, C. Choi, W. S., Kaur, H., Ahluwalia, J. S., 2009). These same adolescents are more likely to demonstrate high scholastic motivation and achievement (Milot and Ludden, 2009) and higher degrees of hope, joviality, psychological acceptance and mindfulness (Heaven, P. C. L., Ciarrochi, J., 2007).
References
Berg, C., Choi, W. S., Kaur, H., Nollen, N., Ahluwalia, J. S. (2009). The roles of parenting, church attendance, and depression in adolescent smoking. Journal of Community Health, 34(1), 56-64.
Feldman, R. S. (2008). Development across the life span. Upper Saddle River, NJ: Pearson
Prentice Hall.
Heaven, P. C. L., Ciarriochi, J. (2007). Personality and religious values among adolescents: A three-wave longitudinal analysis. British Journal of Psychology, 98(4), 681.
Milot, A. S., Ludden, A. B. (2009). The effects of religion and gender on well-being, substance abuse, and academic engagement among rural adolescents. Youth and Society, 40(3), 403.
Petts, R. J. (2009). Family and religious characteristics’ influence on delinquency trajectories from adolescence to young adulthood. American Sociological Review, 74(3), 463-484.
Popularity: 4% [?]
Emotional Intelligence Quotient
Posted by Nick Roy in Pychology of Childhood Tuesday, 9 March 2010 12:41 No Comments
When Alfred Binet first developed his intelligence assessment, he constructed it in such a way that intelligence was defined by high performance on the test, and the skills tested were based on academic success. While this makes the traditional IQ tests valid for predicting school performance, many researchers are quick to point out that there are other aspects of human intelligence that can contribute to success and well-being (Feldman, 2008).
One of these aspects has been called “emotional intelligence,” which is defined as “an array of emotional and social abilities, competencies and skills that enable individuals to cope with daily demands and be more effective in their personal and social life,” (Bar-On, Tranel, Denburg, and Bechera, 2003, pg. 1). These same researchers have also linked emotional intelligence to certain areas of the brain, which has significant ramifications as it links moral and physical development (Bar-On, et al., 2003).
Much emphasis has been placed on developing alternative intelligences within the U.S. school system in recent years. Some researchers believe incorporating social and emotional learning into schools is absolutely essential to the success of school reform (Elias, Zins, Graczyk, Weissberg, 2003). Critics of teaching emotional intelligence in schools feel that traditional curriculum should be emphasized at school and emotional intelligence should be addressed at home (Feldman, 2008). Perhaps a compromise would be to implement training programs for parents in emotional intelligence, helping them to develop those skills in their own children.
References
Bar-On, D.; Tranel, D.; Denberg, N. L.; & Bechera, A. (2003). Exploring the neurological substrate of social and emotional intelligence [Electronic Version]. Brain: A Journal of Neurology,126, 1790-1800.
Elias, M. J.; Zins, J. E.; Graczyk, P. A.; Weissburg, R. P. (2003). Implementation, sustainability and scaling up of social-emotional and academic innovations in public schools [Abstract]. School Psychology Review, Vol. 32.
Feldman, R. S. (2008). Development across the life span. Upper Saddle River, NJ: Pearson Prentice Hall.
Popularity: 3% [?]
Who is Responsible for Instilling a Sense of Morality in our Children and Adolescents Today?
Posted by Nick Roy in Pychology of Childhood Tuesday, 9 March 2010 12:37 No Comments
Parents have the main responsibility for instilling a sense of morality in their children. Both Old and New Testament parents were commanded to pass down God’s moral expectations to their children in a constant, proactive, loving manner (Deuteronomy 6:7, Ephesians 6:4). A recent study agrees, stating that one of the most important early foundations of moral development is the parent-child relationship (Thompson, 2006).
Other members of a society, especially those who are viewed as having influence, such as teachers and even media personalities, are responsible as well (James 3:1, Matthew 18:6, New American Standard Version), (Parrot and Parrot, 2002). Piaget, Kohlberg and Gilligan all formed their theories around schools as the basis for moral education (Nucci, 2008).
Do You Ascribe to a Particular Theory of Moral Development? Discuss and Defend Your Position.
There are elements of each theory of moral development that are valuable. Piaget was a “masterful observer of children’s behavior” (Feldman, 2008, pg. 228), and his descriptions of the way children address issues of morality are helpful in studying their development. Kohlberg’s maintenance that children should not only learn about morality but have the opportunity to be moral agents within a community is important. Gilligan’s morality of care is certainly appropriate in today’s world of overwhelming need (Nucci, 2008).
When moral development theory is divorced from spirituality, there is no room for the possibility of sin, salvation, or the conviction of the Holy Spirit. Certainly each one of these things can change children’s “sense of justice and of what is right and wrong, and…behavior related to moral issues” (Feldman, 2008, pg. 273), which is the definition of moral development in the text. Without an inclusion of God, any theory of moral development is deficient.
References
Feldman, R. S. (2008). Development across the life span. Upper Saddle River, NJ: Pearson Prentice Hall.
Nucci, L., Murray, M. E. (2008). Moral development and moral education: An overview. Retrieved July 4, 2009, from University of Illinois at Chicago, Studies in Social and Moral Development and Education Web site: http://tigger.vic.edu/~lnucci/MoralEd/overview.html.
Parrot, L., Parrot, L. (2002). Counseling adolescents: Serving the struggle for identity and place in the world. In T. Clinton & G. Ohlschlager (Exec. Eds.), Competent ChristianCounseling: Vol. 1. Foundations and practice of compassionate soul care (pp.561- 585). Colorado Springs, CO: Waterbrook Press.
Thompson, R. A. (2006, October). Updating moral development theory: Early Conscience. Notre Dame Symposium on Personality and Moral Character, hosted by the Center for Ethical Education.
Popularity: 2% [?]
The Effects of Childcare on a Newborn’s Overall Development
Posted by Nick Roy in Pychology of Childhood Tuesday, 9 March 2010 12:35 No Comments
According to the NICHD Study of Early Child Care, “Maternal employment by the ninth month was found to be linked to lower Bracken School Readiness Scores at 36 months, with the effects more pronounced when the mothers were working 30 or more hours per week…” (Brooks- Gunn, Han, Waldfogel, 2002, pg. 1052). The text, in interpreting the same study, states that while there are some disadvantages to infant childcare, there is no difference in the attachment levels of infants in childcare versus infants cared for by their mothers; and at risk infants are actually cognitively benefited from high quality daycare situations. However, studies also show that longer maternity leave makes for a healthier relationship between mother and infant (Feldman, 2008).
What Advice Would You Give to Parents Who Were Deciding the Issue of Childcare for Their Child?
In a counseling situation, a careful examination of the family’s budget could determine the actual salary brought in by the second income and help clarify the best option for the family. In a two career family, careful attention needs to be paid to the actual costs of working. There are expenditures beyond the childcare fees, such as taxes, commuting, and wardrobe purchase and care. (Rankin, 2002)
As a counselor, this writer would lean toward encouraging mothers to find ways to stay home with their children. Titus 2 and Proverbs 31 list positive attributes of godly women, without making clear statements about whether or not women should work outside the home. In both passages, women are encouraged to place the needs of their husbands and children above their own aspirations. This principle, while not seemingly popular, is still possible to apply today, and a Christian counselor could help families seeking to do so think through all the options creatively.
References
The Bible. New American Standard Version.
Brooks-Gunn, J., Han, W., & Waldfogel, J. (2002, July-August). Maternal employment and child cognitive outcomes in the first three years of life: The NICHD study of early child care [Electronic version]. Child Development, Vol. 73, No.4, 1052-1072.
Feldman, R. S. (2008). Development across the life span. Upper Saddle River, NJ: Pearson Prentice Hall.
Rankin, N. (2002) Taking parenting public: The case for a new social movement [Electronic version]. Lanham, MD: Rowman and Littlefield. Retrieved June 30, 2009, from http://www.handinhandparenting.org/csArticles/articles/000000/000045.htm
Popularity: 3% [?]