CHALLENGE OR CRISIS
If a student (an adolescent) seems is experiencing a crisis or faces a challenge that interferes with her/his academic performance, attendance, or ordinary behavior we, educators or teachers along with the parents/ care providers and friends, need to address that to prevent a possible deepening of the issues and consequences. Some of the possible reasons for crisis or temporary challenges are listed below, in a Strategy Matrix, for a quick reference.
About the Strategy Matrix
The adolescent strategy matrix is a useful reference tool designed by education professionals for use in practice with developing teenagers. The primary purpose is to offer the professional a quick reference of research models, resources & strategies that coincide with common areas of adolescent development in which students need support. To maximize the usefulness of the matrix, students participating in this assignment should design the matrix according to their general area of expertise (e.g. middle school teacher or high school education counselor)(C.C. Richards, Ph.D.).
About the Strategy Matrix
The adolescent strategy matrix is a useful reference tool designed by education professionals for use in practice with developing teenagers. The primary purpose is to offer the professional a quick reference of research models, resources & strategies that coincide with common areas of adolescent development in which students need support. To maximize the usefulness of the matrix, students participating in this assignment should design the matrix according to their general area of expertise (e.g. middle school teacher or high school education counselor)(C.C. Richards, Ph.D.).
Main Points Addressed in the Matrix
(In the form of Questions, constructed by C.C Richards, Ph.D. and Answers, constructed by me, A. N. Tumanian, M.Ed.)
- What are the most common areas of adolescent development challenging teens in my profession?
The matrix is a quick reference guide, so it might not answer all the possible question, yet it packed with information. If the crisis or challenge is observed only on the individual level, I will try through asking questions and authentically listening to get to the root of the problem. If the crisis present within the large group of the adolescents or developmentally challenged, I will re-evaluate my teaching strategy and the portion of the curricula that is presented at the time. There is possibility that the assignment is not in an alignment with the current teens' interests or trends. What accessible student resources are available? Speak with the teen one on one during the class privately out in the hall or in the presence of his/her best friend after the class. How I differentiate my strategies for individuals as opposed to large groups in crisis or developmentally challenged? Websites: Nakkula & Toshalis (2008). Understanding Youth. Harvard Education Press, MA; Alverman & Hinchman (2012). Reconceptualizing the Literacies. Routledge, NY; American Physiology Association; http://psychology.about.com If confronted with teen crises in these areas, what is my strategy to address them? They are characteristics of any group of adolescents regardless of race, ethnicity, family traditions or gender/sex. Where can I quickly access other resources that support my/our thinking around the specific area of development Erickson's Theory of Psychosocial Development, Marcia' s Four Developmental Stages, Kohlberg's Theory of Moral Development. http://psychology.about.com/od/psychology101/u/psychology-theories.htm#s2 Why have I chosen these specific models to support my professional decisions/actions? Refusal to actively participate in-class activities, zooming out during the class period, persistently forgetting homework, destroying in-class assignments before the teacher has a chance to collect the assignments, refuses to show classmates his/her work-in-progress. What theoretical models support our/my thinking about these challenges? Disbelief in one's ability to create artwork due to the common belief that a person needs a specific talent for the trade. Fear to be made fun of or to be embarrassed in from of the classmates. What are the indicators (telltale signs) that demonstrate a challenge or crisis?
There are many symptoms that can be present...
There are many symptoms that can be present, observed or demonstrate themselves in more than one way as the adolescent’s progress through the crisis or faces the challenge. It could be an age-specific, internalized, or a problem developed by an outside cause. It is only after careful observations, tactful questioning, analysis of behavior, and consulting with other teachers in regards to students' performance in their class, I, a teacher could be certain to some degree on the reason of crisis, or some kind of challenge that adolescent is experiencing at the present moment.
1. Family-related problem (regardless of its structure – two-parent household, single parent, same-sex parents, with or only grandparent(s), adoptive parent(s), foster family):
Indicators / Symptoms of possible crisis or challenge that arouses from the present family situation: The student hesitant to go home, incomplete or carelessly done homework, seems depressed particularly during the first and last periods, unwilling to answer any questions in regards to a family, possible conflict with the sibling, uncharacteristically hyperactive, getting in the conflicts with classmates and/or friends, - possible that asking for an extra attention.
Possible Solution: send a note to a parent, call home, organize family, student, and teacher conference, consult school psychologist.
Theory / Theorist(s) / Reference: Erickson (Eight Developmental stages. (1956); Marcia, 2 Shirly (2000), Family art therapy;
a). Presents / Absents of Influential Adult
Symptoms: Changing group and interests. Hanging out with a 'wrong crowd', change in grades, or attendance; change in relationships, behavior, academic and social performance
Reference: Based on Fowler 's theory of “the sixth stages of the faith development,” might be experiencing the third stage, synthetic-conventional, when the adolescents come to the questioning of meaning, the purpose of life, “and identity on which to rest” (N. & T. pg.214).
2. Critical thinking – able/unable to see others' points, intentions, relationship to his/her position, objectives.
Symptoms: compares the results of his/her activity to a popular models, a such could be a person, image, or style; makes judgments based on the facial value; any given information perceives as a fact; does not see consequences; can not predict outcome; changes social groups based on current influence, or flow of events. Changes mood or behavior depend or social settings.
Reference sources: “Killing as softly,” http://documentarylovers.net/killing-us-softly-4-advertising-women/
3. Ethnicity – neglect, avoidance, acceptance, internalization, externalization...
Symptoms: Ether avoids associating with the group of students that have similar ethnic or nationality characteristics, or on the contrary - associates only with them, resulting in a 'crowd' specific behavior and attitude. If that attitude is negative, then some conversations and counseling might be needed with the teen, parents and school counselor.
Reference sources: Nakkula & Toshalis, 2008, pg.129; pg. 149).
4. Identity Crises: this could be a developmental stage (Erickson) or identity status-related (Marcia)– diffused, foreclosed, moratorium)
Symptoms: authoritarian, or defensive, shy, isolated, overly sensitive, rapid mood swings, verbal, moody, depressed, feel lonely, needy.
References: Marcia's developmental stages, compare and analyze possible issues, and look for advice in addressing it. (Nakkula & Toshalis, 2008, pg. 28).
5. Sex/Gender issues ( this can include a sex/gender crisis): aware of his/her orientation that is contrary to the mainstream, or experiencing some of the following that might result in crisis – determination to come out, in conflict with his identity, homophobia, in acceptance, in the process of internalization/ rejection.
Symptoms: ignorant, depressed, fights, cry, silent, fluctuating social interactions, 'crowds,' absent-mindedness, overly active, verbal, shy, cries without seeming reason, sensitive to comments, change in wardrobe, change in grades.
References and possible solutions: speak with the student, in-class short discussion on the topic, the topic as a project assignment, organize family, student, and teacher conferences, consult or refer to the school psychologist, youth clubs, LGBT support groups, Nakkula & Toshalis, pg. 115-116; pg. 192).
6. Economic Status or Career Development Issues: financial difficulties - poverty or low to a middle class, changes in economic position (parent lost a job, divorce, relocation, separation, addition to the family, disappointment in a career choice, etc.
Symptoms: talking about job handling, dropping the school or class, poor performance, absenteeism, sleep during the class, tiredness, job searching, change in academic performance.
Solution: a more personalized approach to the student, student/teacher conferences, consult school psychologist, refer a family to the family support centers, social services, career center. (Nakkula & Toshalis, pg. 237, pg. 243).
7. Drug/ Alcohol: constant exposure, occasional try, peer pressure, substance abuse in the family or the neighborhood.
Symptoms: talking about job handling (to support the habit), dropping the school, poor performance, absenteeism, sleep during the class, tiredness, job searching, change in academic performance, absent-mindedness.
References and possible solutions: organize family, student, and teacher conference, consult school psychologist.
8. Academic: psychological fear of failing, blockage, falling behind, peer-related rejection of learning, low self-esteem.
Symptoms:isolated, lonely, confused, depressed, aggressive, rude, refuses to participate, zoom-out during the class, persistently forgetting homework, destroying class work before teacher has a chance to collect the assignments, refuses to show to classmates his/her work in progress.
References and possible solutions: personal approach to teaching, frequent assessment with helpful suggestions tutoring, peer support. As well as helpful websites:Bullying.org
https://twitter.com/Bullying_org
http://teenadvice.about.com/od/friendsfamily/ht/htfitinnewscl.htmhttp://mssmoy.weebly.com/alternative-teen-lit.html
1. Family-related problem (regardless of its structure – two-parent household, single parent, same-sex parents, with or only grandparent(s), adoptive parent(s), foster family):
Indicators / Symptoms of possible crisis or challenge that arouses from the present family situation: The student hesitant to go home, incomplete or carelessly done homework, seems depressed particularly during the first and last periods, unwilling to answer any questions in regards to a family, possible conflict with the sibling, uncharacteristically hyperactive, getting in the conflicts with classmates and/or friends, - possible that asking for an extra attention.
Possible Solution: send a note to a parent, call home, organize family, student, and teacher conference, consult school psychologist.
Theory / Theorist(s) / Reference: Erickson (Eight Developmental stages. (1956); Marcia, 2 Shirly (2000), Family art therapy;
a). Presents / Absents of Influential Adult
Symptoms: Changing group and interests. Hanging out with a 'wrong crowd', change in grades, or attendance; change in relationships, behavior, academic and social performance
Reference: Based on Fowler 's theory of “the sixth stages of the faith development,” might be experiencing the third stage, synthetic-conventional, when the adolescents come to the questioning of meaning, the purpose of life, “and identity on which to rest” (N. & T. pg.214).
2. Critical thinking – able/unable to see others' points, intentions, relationship to his/her position, objectives.
Symptoms: compares the results of his/her activity to a popular models, a such could be a person, image, or style; makes judgments based on the facial value; any given information perceives as a fact; does not see consequences; can not predict outcome; changes social groups based on current influence, or flow of events. Changes mood or behavior depend or social settings.
Reference sources: “Killing as softly,” http://documentarylovers.net/killing-us-softly-4-advertising-women/
3. Ethnicity – neglect, avoidance, acceptance, internalization, externalization...
Symptoms: Ether avoids associating with the group of students that have similar ethnic or nationality characteristics, or on the contrary - associates only with them, resulting in a 'crowd' specific behavior and attitude. If that attitude is negative, then some conversations and counseling might be needed with the teen, parents and school counselor.
Reference sources: Nakkula & Toshalis, 2008, pg.129; pg. 149).
4. Identity Crises: this could be a developmental stage (Erickson) or identity status-related (Marcia)– diffused, foreclosed, moratorium)
Symptoms: authoritarian, or defensive, shy, isolated, overly sensitive, rapid mood swings, verbal, moody, depressed, feel lonely, needy.
References: Marcia's developmental stages, compare and analyze possible issues, and look for advice in addressing it. (Nakkula & Toshalis, 2008, pg. 28).
5. Sex/Gender issues ( this can include a sex/gender crisis): aware of his/her orientation that is contrary to the mainstream, or experiencing some of the following that might result in crisis – determination to come out, in conflict with his identity, homophobia, in acceptance, in the process of internalization/ rejection.
Symptoms: ignorant, depressed, fights, cry, silent, fluctuating social interactions, 'crowds,' absent-mindedness, overly active, verbal, shy, cries without seeming reason, sensitive to comments, change in wardrobe, change in grades.
References and possible solutions: speak with the student, in-class short discussion on the topic, the topic as a project assignment, organize family, student, and teacher conferences, consult or refer to the school psychologist, youth clubs, LGBT support groups, Nakkula & Toshalis, pg. 115-116; pg. 192).
6. Economic Status or Career Development Issues: financial difficulties - poverty or low to a middle class, changes in economic position (parent lost a job, divorce, relocation, separation, addition to the family, disappointment in a career choice, etc.
Symptoms: talking about job handling, dropping the school or class, poor performance, absenteeism, sleep during the class, tiredness, job searching, change in academic performance.
Solution: a more personalized approach to the student, student/teacher conferences, consult school psychologist, refer a family to the family support centers, social services, career center. (Nakkula & Toshalis, pg. 237, pg. 243).
7. Drug/ Alcohol: constant exposure, occasional try, peer pressure, substance abuse in the family or the neighborhood.
Symptoms: talking about job handling (to support the habit), dropping the school, poor performance, absenteeism, sleep during the class, tiredness, job searching, change in academic performance, absent-mindedness.
References and possible solutions: organize family, student, and teacher conference, consult school psychologist.
8. Academic: psychological fear of failing, blockage, falling behind, peer-related rejection of learning, low self-esteem.
Symptoms:isolated, lonely, confused, depressed, aggressive, rude, refuses to participate, zoom-out during the class, persistently forgetting homework, destroying class work before teacher has a chance to collect the assignments, refuses to show to classmates his/her work in progress.
References and possible solutions: personal approach to teaching, frequent assessment with helpful suggestions tutoring, peer support. As well as helpful websites:Bullying.org
https://twitter.com/Bullying_org
http://teenadvice.about.com/od/friendsfamily/ht/htfitinnewscl.htmhttp://mssmoy.weebly.com/alternative-teen-lit.html