High School Learner) UNIT 6 Adolescence (The ~ Paz I. Lucido, PhD Physical Development of MODULE 4 Fy Schoo! aumets TTS At the end of this M + describe the physical puberty. identify the psychological physical maturation in adolescence. identify factors that enhance / impede the socio-emotional development of adolescents. identify causes of possible habit disorders and ways of jodule, you should be able to: ; and sexual changes accompanying consequences of early and late coping with them, present an abstract of recent research related to the physical development of adolescents. draw implications of these physical development concepts to high school teaching-learning, and parenting. hom This Module seek: ili si seeks to facilitate the learnii i - st ning in defining/describi orn stone bhysicl development with focus on the il neard erty, Early and tate physical maturatic ‘ise for of puberty jate physical maturation will be disc nate and opportunities for the oe te ary Soci knee portunit g teenage cl tee a media will be highlighted, to invite leamers rn teseareh on fps as bdy-image, soci media a he adolescent. ie and responsibilities of the family, school and gove men the Adolescente is a stage of human de a with puberty, # biological development oc: of 11 for girls and 12 tor boys. ‘There ar velopment that coincides urring at the are factors, ho average age wever, whichPy Saw - so principles ‘The Chit and Adolescent Learns and LO oe __ cwelopment with puberty This module is focused on ph eal ges vn (i) physical nis module is focus nysietl yy changes y jon manifested PY Se aah Be arking the major transition ™ ; he speed of & marking the mad rate of growth (EN ter tanth appearance (ii) rapid goth oe purts il) res 0 y sand (iv) alterations in gus in the uterus) known iliarity W' adolescent rel ily change grove : ith ody Co iby Jations! the fe _ accompanying ping habits and parent slee} puberty. nges x fe, growth hormones condition gradual inereases in a Flooding during adotescence causes an acceleration known as growth spurts: Growth spurts include a change in body dimensions (leg length, shoulder width, trunk length). Spurt 1m height js ascribed to trunk growth rather than leg growth. at wth spurts generally begin at age 10 reaching its continual growth occurs for several in at age 12 reaching a peak at continual growth Puberty ch Throughout li body size and weight. Hormone In girls, the grow at age 11 and-a-half, while slow h spurts begi 15 and a half, while slow peak more years. For boys, growth age 14 and declining at age continues on for several more years. Among girls, 98% of adult height is generally reached at age 16, in height is conditioned by stages in while boys do so at age 17. Growth i bone maturation, The muscles also grow in terms of size and strength. Similar growth spurts occur for weight, muscle size, head and face maturation, and the reproductive organs. All muscular and skeletal dimensions appear to take part in the growth spurts during adolescence. Factors affecting development ‘The series of hormonal changes accompanying puberty is complex. Hormones are powerful and highly specialized chemical substances that interact with bodily cells. Hormonal changes in the hypothalamus and a ee signal the entire process of sexual maturation. The process aa (secretin of gonadotropic hormones by the anterior pituitary ee e brain near the geometric center of the head (ii) Gonads ire the ovaries for the female and the testis for the male are then sti i ie fe gonadotropic hormones; in turn stimulating their own ii) this stimulation causes the i secreti i male sex organ and of estrogen in the female siete ieSinieeel Inthe mak i testosterone stimulates male characteristics comprised = ¥ () spermache enlargement of the testis gland that produces yasUnit 6 ~ Ador lescer ee Module 24 ~ Physical Development of High School Learners, sperm ii copclaton iy growth of the penis male organ for voice change (ii Facial for ejaculation of male sperms (iii) continuing growth 7 hair development or beard growth, and lowering of the Of pubic hair. Occurring late in puberty, the double lengthen cased by enlargement of the larynx and obviou: ing of the vocal cords is viewed to be the most 'S aspect of adolescent development men meen secretion triggers the beginning of breast and ment aPPearance of pubic hair, widening of the hips, enarche or first menstruation. The elevation of the female breast is the first extemal sign of puberty in girls, accompanied by growth of the uterus and vagina. Generally, girls achieve menarche beginning age 11 until age 13. There are ethnic differences such as African American and European American gitls exhibiting secondary sex activities as early as 8 and 9 years; menarche as early as 11 and 12 years, respectively. In contrast with menarche, spermache signals the first sign of puberty and sexual maturity in boys. The need to discharge semen—mixed with a sticky fluid produced by the prostate gland—occurs periodically. Discharge of semen occurs during sleep caused by sexual dreams. It may also occur during conscious manipulation of the male sexual organ known as masturbation, Religion strictly prohibits masturbation that is coupled with sexual fantasies, but science liberally regards masturbation as a normal phenomenon unless it becomes a habitual aberration that may affect confidence in heterosexual (boy-and-gir!) relationship. The secular trend The secular trend is a phenomenon of more rapid physical maturation during this century. In the 1800s, girls in industrial societies had their first menstrual period at age 15-17, and age later in repressed societies. Today boys reach their maximum height at age 18-20 and 13- 14 for girls, but adult height 100 years ago was at 23-25 for boys and 19-20 for girls. The secular trend is ascribed to varied factors, such as: interaction of genetic and environmental influences, improved health care and living conditions, and control of infectious diseases. Better nutrition is a major factor since this provides more protein and calories for humans from conception upwards. Observably, the secular trend in industrial countries appears to be levelling off while the experience of secular trends is just starting in peasant economies of the world. 37g Principles | ‘The Chik and Adolescent Leamers and Leamin HS | nd experimentation with sexuality with one’s identity realiti ng Sex 5001 2005 from one’s identity (C ‘hristopher. ) i about their body image’ sexual : ir sexual lives. Most ty but a number go Sexual identity Adolescence is sexual fantasies and quoted by Santrack, Adolescents are attractiveness how to do sex am adolescents manage £0 develop ams | through it with much confusion. ‘ on al a time of sexual exploratio? af incorporatin concerned 4 d the future of tl ture sexual ident? How do adolescents develop a sexual identity volves sexual 0! | ‘An adolescent's sexual identity inv and styles of behavior (Bugwell & Rosenthal, adolescents are very anxious about sex and sexually active. only a bit anxious about sex and are sexually inactive. endency to be attr: ), of the opposite rientation, activities, nthal, 1996). Some Others are intere: acted to people of Sexual orientation is a person's t sex (heterosexual the same sex (homosexual orientations orientation) or of both sexes (bisexual orientation) Why does an adolescent develop a specific sexual orientation is a matter of great debate. It may boil down to the same issue of nature vs. nurture. In terms of sexual identity, adolescence is the period when most gay/lesbian and transgenders begin to recognize and make sense of their feelings, Development analyst Froiden proposed a model for the (i) sensitization marked by the development of homosexual identity: child's becoming aware of same sex attractions. (ii) identity confusion ‘when the youth is overwhelmed with feelings of inner turmoil regarding sexual orientation (iii) identity assumption when adolescents come out of the family and assumes a self-definition as gay, lesbian or bisexual and (iv) commitment when the young adult adopts a sexual identity as a lifestyle. Coming to terms with a positive LGBT (lesbian, gay, bisexual and transgender) identity is usualy difficult for tariety of reeso including family, race and religious cultures. Risks to the h Sanit adolescent are real amid a heteronormative environment and LGBT ma suffer ostracism, hurtful jokes, and even violence. St Self-esteem A major aspe nti setdeaele Spent: identity formation during the period of feelings about one’s “sem. Self-esteem is defined as one's thoughts and eoncept and identity. Most theori : state that there i : . Most theories on self-esteem here is @ grand desire across all yenders and ages sleet-_* er eee emer Unit6—Adolosconce Module 24 ~ Physical Development of High Schoo! Learner protect and enhance self-esteem. There is no significant drop in self-esteem ver the period of adolescence. Baseline self-esteem is stable across adolescence, but a barometric (unstable) self-esteem may fluctuate rapidly to cause severe distress and anxiety. Girls enjoy self-esteem through supportive relationship with friends or others who can provide social and moral support. In contrast, boys are more prone to assert independence in defining their relationships, deriving self-esteem from their ability to successfully influence others. The lack of romantic competence ~ of the opposite sex—can be a major conti adolescent boys. In a Meyer study, the en can affect both boys and girls, but girls are twice as depression, while boys are three to four times more suicide. failure to meet the affection ributor to low self-esteem in 'd of a romantic relationship likely to experience likely to commit Implications for child care, education and parenting To meet the physical development of adolescent children, parents need to be aware of manifestations of behavioral patterns that require Closer communication, guidance and support. The teen is especially addictive to modern gadgets for music listening, video games, mobile phone communication, and social media posting. These activities cause shorter sleeping time that may contribute to increased levels of daytime drowsiness, sleeping problems and depression. In school, teachers need to be aware of the possible drop in self-esteem among adolescent learners. The teacher’s support is crucial to protect adolescent learners against severe distress and anxiety over their school work and social relationships. Adolescents and nutrition It is necessary for adolescents to have sufficient amounts of vitamins: B12, calcium, zinc, iron, riboflavin, and Vitamin D. The vegetarian fad can be disastrous to adolescents who need vitamins, mineral and protein which purely vegetable diets cannot provide. Vegetables are good but these should be balanced with food intake that form high quality nutrition including protein sources in milk, dairy products and eggs. Poor eating habit is manifested by often skipping meals, frequent taking of snack foods (hamburger, fries, pizza, soft drinks, etc.) at fast-food eateries. Body image and the adolescent __ Consciousness about body image is strong during the adolescent period, It is important that adolescents feel confident about how theyUNIT 6 Adolescence (The High School Learner) - Paz I. Lucido, PhD iti High School MODULE is oe Development of High Schoo! >, LEARNING OUTCOMES we At the end of this module, you should be able to: # describe the cognitive development of adolescents in the light of Piaget’s and Siegler’s cognitive development theories. explain the consequences of the adolescents’ cognitive development on their behavior. define overachievement and underachievement, and propose solutions to underachievement, present an abstract of a recent research related to cognitive development of adolescents. ¢ draw implications of these cognitive developmental concepts to high school teaching-learning and parenting, Adolescence is a time for rapid cognitive development. At this stage of development, there is a decrease in egocentric thoughts, while the individual’s thinking takes more of an abstract form. This al lows the individual to think and reason in a wider perspective. Behavioral studies also show the development of executive fumctions comprised by cognitive functions that enable the control and coordination of thoughts and behavior. Adolescence is therefore a period of that has great influence on the individual’s future li and personality formation, human development ife through character 323processes wes~ / 3, Memorable field study and how this helpea yee ~~ cognitively 1. Based on your group sharing, have you prog memory of facts to higher types of Jearnin applying, analyzing. assessing, etc.)? How did your school learning e to actual life at home and in the community? For examp. matical subjects (Algebra, Trigonometry, etc.) really hi d applicable in your life? Do you think you need to d skills more so that you can gressed from simple Z (understanding, relat le, were mathe! elpful ani wv velop your cognitive or thinking be a planner, an organizer, OF 4 ue leader? Su Similarly remarkable a: 5 the physical changes during adolescence are changes in thinking patterns. These changes are marked by the acquisition of new cognitive skills due to the brain’s increasing in weight and refining synaptic connections (technically known as corpus collosum) which join and coordinate the two hemispheres of the brain Another brain development is the process of correlated temporal and parietal areas (technically known as myelination). This second development covers the brain systems whose executive functions relate to attention, verbal fluency, language and planning. Through brain scanning, three peaks in brai j t ng, thr rain maturation ha been identified by neurological scientists and these are at age 12 nai 15, and age 18.5 coinciding with operational thinking processes forLint Adosconco Modula 25 ~ Cognitive Davelopmant of High School Leoners logical reason adolescent begi "8. Accompanying brain change: 8 10 acquire § general ideas involving numbers, propel the adolescent from the in cognitive ability, the nd formulate abstract or lect. All these ial awareness order, and anges d World of sensible and concrete thoughts to the world ofthe possible and universal ideas (eg, general ideas about the good. true and beautiful), inget’s Fort erational Th Piaget formulated the theor demonstrates how the cognitiv her to go beyond the sensible abstract, hypothetical ker ry of Formal Operational Thinking which © capacity of the adolescent allows him/ and concrete in order to dwell on what is and possible, In this realm of thought, the adolescent ssibles and (@) Propositional thinking—making assertions outside visual evidence, and stating what may be possible in things not seen by the eyes (for example, whether an unseen object is red or green, big or small, flat or round), (©) Relativistic. thinking ~ subjectively making an opinion on facts ~ involving one’s own bias, prejudice of distortion of facts - which may be either right or wrong (for example, arguing for OF against the superiority of the races, whether whi yellow or black) ite, brown, (©) Real versus possible ~ examining a situation and exploring the possible in terms of situations or solutions (c.g, possible success in implementing a student Project or a school policy), For Piaget one indication of the presence of formal operational thinking is the ability of the adolescent thinker for combinational analysis, which is his taking stock of the effects of several variables in a situation, testing one variable at a time, and not randomly. An application of situation which requires combinational analysis is the scho experiment where high school students test chemical elemei in combination, resulting in an understanding of chemical ol laboratory nts singly and changes. Anew capacity known as Hypothetic-Deductive Reasoning emerges in the adolescent reasoning from general facts / situations to a Particul; Conclusion. The school pendulum experiment is an example of deducing from variables and generating and recognizing a truth, expressed by the transitional process of deriving a conclusion from a hypothesis, lar326 ‘and Learning Principles The Child and Adolescent Learners hat while adolescents may obtain the ce and education activities such as projections ng formal evidence shows t tional thinki jt, School math blems (balance 5 ertainly Scientific capacity for formal ope will allow them to practice performing Physies-type Pro of images and shadows, etc.) © operational thinking Outside formal ope! ies, the adolescent enters ving thinker. This tive solutions for ther hink and reorganize j blems not previously and science es, pendulums, help in actual rough mathematical and ‘nto a nev’ capability which makes involves identifying problems and vn, The problem-finding thinker ddeas and ask questions, even rational thinking science studi him a problem-sol seeking new and creal is one who is able to rel defining totally new pro! seen. 1 may further experience an increas’ in depth of to bring what is logically “best” for everyday te the objectively correct solution oF response The adolescent thought. Thus he/she is able life, whether or not this may to situation o problem. Siegler’s Information Processing Skills s, Robert Siegler views the As in information-processing theories hinking. He sees cognitive growth, not influence of the environment on tl as stages of development, but more ofa sequential acquisition of specific Kenowledge and strategies for problem-solving, He observes the quality of tavaton the adolescent processes that influences him/her in facing tasks at hand through strategies or rules. er used rule models in relation to balance, weight, distance, confict-weight, conflict-distance, and other conflict balance problems. He examined the correct and wrong answers to each of the problems, drawing out rule models in thinking and knowing. Thereupon, adolescents may show: (8) speed in information processing, coupled with greater awareness and control and acquired knowledge base ~ a more efficient kind of thinking compared with that of the child (b) complexity by way of considering longer-term implications and possibilities beyond the here-and-now, and (c) increased volume of information processing coupled with longer memory span. In his experiments, Siegl Metacognition Among the cognitive advances in adolescence is metacognition whieh is the ability to identify one’s own thinking processes and strategies inclusive of perception, memory, understanding, applicationUnit 6 Adolescence Module 25 ~ Cognitive Development of High Scnoo! Learers analysis, assessment and innovation. The adolescent is able to state “I know that” among the memory data stored in his mind: also able to state “| know how” referring to procedural processes that improves memory recall through the use of a mnemonic device. The adolescent may also spend time reflecting about a material to be leamed by answering mentally such questions as what, why, where and how. All these are demonstrations of higher order thinking skills during adolescence. Another important development is the ability of the adolescent for information processing. Information theorist Robert Siegler sees a sequential acquisition of specific knowledge and strategies for problem solving. He observes the quality of information processes that faces tasks at hand through strategies and rules. Rules relate to balance, weight, distance, conflict weight, conflict distance and conflict balance problems Thereupon the adolescent shows (i) speed in information processi coupled with awareness and control (ii) complexity by way of considering longer-term implications and possibilities beyond the here-and-now. (iii) increased volume of information processing, coupled with longer memory span along many areas or domains of knowledge. The adolescent thus transforms from being a novice to becoming a near-expert. During adolescence, he/she can achieve very ‘high academic grades, in spite of not getting IQ grades that are at the top 3 or 5 percent of the bell curve. The case of overachievers is a reminder that the Intelligence Quotient test is not the only determinant in school achievement. There are other factors such as motivation interest, work habits, and personality development. Beyond statistical achievement in curricular subjects (English, Math, Science, Araling Panlipunan, etc.) the overachieving adolescent may demonstrate superior work habits. greater interest in school work, more consistency in doing assignments, and more grade performance consciousness. Overall, they show more responsibility, consciousness and planning compared with “normal” achievers. Characteristics of overachievers are: 1. Positive self- value (self-esteem, confidence, optimism); 2. Openness to authority (responsive to expectations of parents and teachers); 3. Positive interpersonal relations (responsive and sensitive to feelings of others); 4, Less conflict on the issue of self-autonomy (feels freedom to make right choices, initiates and leads activities); 5. Academic orientation (disciplined work habits, high motivationarners and Learning principles fields i i ues and Vi to discover and learn, interest in study val of study); 6. Goal orientation (efficiency and energy setting target, priori rewards); and 7, Control over anxiety of organized tasks). in organizing, planning, goals over short-term (well composed and relaxed performance Underachievement The adolescent may perform below the sta potentials do not cope with the opportunity Jearn and score in the top quarter of measured academic ability. Grades are below measured aptitudes for academic achievement. Underachievement may become more pronounced when high school class ‘work becomes more demanding, Withdrawn underachievers refer to those who have @ more pronounced tendency to be passive resulting in being submissive and docile. They follow the path of no resistance, not reacting to given assignments and school regulations. Generally quiet, they do not participate in class activities. Aggressive underachievers are those who tend to be talkative, disruptive and rebellious. ndards set. Possible rowth chavior and adolescent c nit racies which may accompany cognitive There are behavioral tende growth during adolescence. These are: 1. Egocentrism. This is the adolescent of themselves, while being too sen: their appearance, actions, feelings, idea, etc. Egocentrist teens feel they are being watched like an actor on stagé; keep an imaginary audience who are strict critics of dress, behavior or performance. One egocentric strain is exaggerated feeling of self- importance which may lead to murky early boy-gitl relationships, dangerous escapades and adventures. >, Idealism. This refers to imagining the far-fetched and less ideal situations at home, in school, and in society. The teen may imagine a utopia or heaven on earth leading to discouragement ‘hen social realities become harsh (c.g. unexpected low grades, family discord, etc.) Increased argumentativeness, Teens enjoy learning through the group dynamics including role play, discussion, debate, ° tendency to think too much sitive to social acceptance of use ofUnit 6 — Adolescence Module 25 - Cognitive Development of High School Learners, 329 and drama, Strict imposition of the use of English in the campus has been the strategy by premiere schools to develop argumentative students who later on transform into leaders in politics, business and other top professional fields. tions Jescent care, educ: nd parenti Parents and teachers must be able to recognize the cognitive development paths among adolescents and create situations that will foster higher thinking skills through: ; a. Activities at home e.g. asking teenage children for suggestions on family matters-- house physical arrangements, things to buy, places to go to for family outing, etc. b. Allowing more independence e.g. use of school allowances, choice on what to wear, etc. c. Activities in school that allow participation, such as projects, field trips, joint internet research, etc., and d. Develop reading skills through magazine articles, Internet blogs. Developing occupational skills Senior High School Grades 11 and 12 were designed to provide attention to occupational skills that are absent even among college graduates. The. Department of Labor and Employment reports that there is mismatch between academic preparation and job skills thus worsening the gap between employable school graduates and potential jobs or employment. Theorist John Holland has identified basic personality factors that match with attitude and work preferences: © Realistic — This personality type prefers practical tasks, including those requiring physical labor and motor coordination, and less of interpersonal skills (e.g. carpentry, driving, etc.). « Investigative — This prefers tasks that are conceptual such as in the fields of science and technology: as chemists, scientists, technologists, etc. ¢ Conventional - This prefers structured tasks that cater to the needs of others, such as in office jobs and manual labor. ¢ Enterprising ~ this prefers independence and innovation in business and other enterprises that reflect autonomy and Personal initiative. * Artistic ~ this prefers unstructured tasks that show ability for self-expression such as from artists, musi ians, and performers. Adolescents may also show capability for multitasking, later on ‘becoming professionals such as doctors who are at the same time businessThe Child and Adolescent Learners and Learning Principles entrepreneurs. Early on adolescents may show abilities for gainful work, later on becoming self-supporting in college, by entering the service sector as fast-food employees, sales clerks, office messengers, and utility personnel. These adolescent attitudes and abilities demonstrate: e self-reliance — working independently without stress; money management — not spending money on luxuries, much less on alcohol and drugs; e social responsibility — cooperation and respect for others including superiors; mature work orientation — pride in work and quality of work; personal responsibility — assuming tasks independently and competitively; and © positive attitude to work — Work is seen as a gainful and wholesome activity and not a burden. re 1. Comment on Piaget’s and Siegler’s theories by identifying situations where their insights were applicable to you. Applications which proved the puetne theories to be applicable perational thinker: inking the possible but unseen inking out your biasUNIT 6 Adolescence (The High School Learner) META eet esas IEE eee = Paz I. Lucido, PhD High School Learners EPEC Een ee eee ee cree eeeceee ete MODULE 16 Socio-Emotional Development of eM Ors ou At the end of the Module, you should be able to: describe the socio-emotional changes in adolescents. e describe how self-image develops among teens. e discuss causes and solutions to socio-emotional problems of teenagers such as gender and identity, autonomy and attachment, peer group, friendships, dating, juvenile delinquency, depression and suicide. © present an abstract of a recent research related to socio- emotional development of adolescents. e draw implications of these socio-emotional developmental concepts to high school teaching-learning and parenting. Dar) During adolescence the teen develops social cognition in the context of family structure, the school, the community, and media. He also manifests emotions which need to be regulated for success in school as well as for his /her own emotional well-being. In the classroom, the teacher has the mandate for creating a positive leaning environment, while facilitating the students’ sound moral judgment. This Module will describe the adolescent age trend in social behavior as the student interacts with the school, the community and the larger social environment. 335USitaty pid ane eae commely known as human feelings that are _ ? ae s Is OF unconscious moods. A more accurate description is that i is a subjective reaction to internal or external stimulus that involves physical change, action or appraisal. ‘Thus the child reacts to inner hunger for food or comfort from surrounding environment. The unique pattems of emotions are (i) event that is strong or important (it) physiological changes in heart pulse rate, brain activity, hormone levels and body temperature (iii) readiness for action often described as “fight or Aight” (iv) dependence of the emotion on how the stimulus is appraised or interpreted. Biologists view that the part of the body which controls emotional reactions is the autonomic nervous system connected to most of the glands and muscles in the body. The system has two parts: the sympathetic part which excites or arouses and the parasympathetic part which depresses body functions. These parts coordinate for arousal or slowing down amid the challenges of life. Positive and negative emotions Emotions function by focusing attention, motivating and enabling the individual to face a situation in life or withdraw and run away from it. Positive emotions like interest and joy motivate the individual to continue his/her behavior. On the other hand, negative emotions may cause withdrawal from what may be perceived as bad or dangerous. For Charles Darwin there are six basic emotions, namely interest, joy/ happiness, sadness, anger, disgust and fear. Other scientists expanded the list to include love, pride, hope, gratitude, compassion, jealousy and anxiety. Social emotions Social emotions start to emerge as early as the toddler years (15-24 months) comprised by such feclings as envy, embarrassment, shame, guilt and pride, Observable emotions during these years may not be accurate, but they can be a problem if not controlled. Even among carly learners emotions affect learning, since learners pay more attention to things ‘with emotional significance. Emotions can also organize recall, such that learners tend to remember details of emotionally strong experien In time, emotional competence can be developed by the child and this means he/she gains the ability to regulate emotions and understand the emotions138 The Child and Adolescent Leamors and Learning Principlos of other people. Girls are more skilled in regulating emotions, but they are mere likely than boys fo be anxious, and twice as likely to be depresset i ave ean ‘Adolescent girls are more likely than boys to have both mewative ane positive interactions with family and friends. . Adolescents especially feel stress, usually from relationships with f school work, Thus sweethearts, also from pressure o| parents friend J " h adolescents are stereotyped as moody and negative, poor cua control. Some studies argue against stereotyping adolescent pointing at ich as feeling bored, tired, sleepy, social other emotions among teen: z discomfort like awkwardness and loneliness. Generally, adolescents are seen to tend to emotions from social evaluation such as feeling embarrassed when being looked at, also only fairly happy most of the time, Other observations are that most adolescents are not moody, while some are frequently angry, anxious or sad. An important lesson for high school teachers ise you should not simply dismiss emotional negativity as a normal phase, yf teenagers who are ‘but should address the needs 0 chronically unhappy or moody. ‘he adolescent and social med of media, the adolescent has easy On the present-day profusion dia and social media, inclusive of access to the culture of various met cell phones, video games, music iPods, FM radio and cable television, Almost all household have television sets and about three- quarters of adolescents’ homes have access to the Intemet. The total media exposure of the whole populace has greatly increased, even as adolescents have the highest rates of use of video games, texting, social networking through Facebook, and portable gadgets for music, mobile communication and virtual reality games. Findings indicate that electronic communication negatively affects adolescents’ social development. As face-to-face communication is replaced, social skills are impaired sometimes leading to unsafe interaction with those who use social media to exploit others financially or sexually. Girls are particularly vulnerable to online socializing, while boys socializing in Internet cafes lower their academic work and achievement. Socially insecure teens become victims rather than beneficiaries of the modem gadgets innovations of the digital age. computers,Unit 6 — Adolescence ENCE Workse @e4 2 ~ Sexto-Ematonas Developenert of High School Learners implication to adolescent care education and parentin The overall implication is that emotional skills influence the adolescent learner’s success in class work. Learners who are able to regulate their emotions tend to be happier, better liked and better able to pay attention and learn. Interventions by the teacher and the school can reduce learner’s emotional distress, while raising test scores and grades. The teacher plays a most important role in promoting positive changes for the adolescent. As the teen is susceptible to peer pressure, the negative influence of social media, drug use and addiction, early romantic sexual adventurism, the teacher and the school can conduct interventions to assist the youths with focus on risky and inappropriate behavior while promoting positive development among adolescents. 1. Divide the class into small groups for demonstration/performance that display varied emotions through: a. Dance b. Pantomine (dramatic movement without words) c. Short skit Tire