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Adolescent development and youth suicide.

The adolescent years, being a period of unique developmental changes, are of great interest in understanding suicidal behavior. The occurrence of completed suicide by age in 1-year age groups in adolescence and young adulthood was studied via official Finnish mortality statistics and the population statistics. Suicide rates increased sharply by age during adolescence, starting somewhat earlier among boys than among girls. During the periods of rapidly rising and high suicide rates in the 1970s and 1980s among boys, the increase in suicide rates started at a younger age than during a spell of lower rates in the 1960s.

Adolescent↗

The impact of adolescent development on recovery from traumatic brain injury.

This article analyzes the role an adolescent's development plays in the recovery from traumatic brain injury. Erikson's model of psychosocial development is used to describe the characteristics of the adolescent head-injured patient. The role of family, peers, body image, and sexuality are discussed. Suggestions are offered regarding ways in which the rehabilitation practitioner can conduct comprehensive patient and family counseling and promote optimal developmental recovery after discharge from the rehabilitation facility.

Adolescent↗

Adolescent development influences functional responsiveness of noradrenergic projections to the hypothalamus in male rats.

Hypothalamic noradrenergic utilization in vivo and the in vitro depolarized release of norepinephrine (NE) were measured at 28, 42, and 70 days of age in male rats to determine the impact of adolescent development on the functional responsiveness of this transmitter system. At each age, function was determined in control rats and rats challenged by restraint. NE utilization in vivo was estimated by measuring the decrease in NE levels following administration of a synthesis inhibitor, alpha-methyl-p-tyrosine methyl ester (alpha-MT, 250 mg/kg). The half-life of approach to a new steady-state was determined. To measure depolarized release of NE, the hypothalamus was incubated in vitro in a high potassium (50 mM) medium and the percent of endogenous NE released into the medium was determined. The in vivo results indicated that hypothalamic NE utilization in control animals decreases as animals mature. Additionally, the in vitro results indicated that the percent NE released upon depolarization also decreased with maturation in control animals. Restraint shifted the NE decay curve measured in vivo to the right at all ages. Overall, however, restraint tended to increase NE utilization at 70 days, have little effect at 42 days, and retard utilization at 28 days. Furthermore, restraint markedly reduced the depolarized release of NE at 28 days, had no effect at 42 days and slightly, but significantly, increased release at 70 days. Restraint significantly increased plasma corticosterone at all ages. Hypothalamic NE projections are important to an organism's regulatory responses, and changes that take place over adolescence in this system may be important for the emergence of adult-typical responses as well as render adolescents vulnerable to specific dysfunctions.

Analysis of Variance↗

Cognitive-behavioral intervention for depressed, substance-abusing adolescents: development and pilot testing.

OBJECTIVES: To develop a cognitive-behavioral treatment for depressed, substance-abusing adolescents, determine its feasibility, and test its association with symptomatic improvement. METHOD: Based on the efficacy of cognitive-behavioral interventions for either adolescent depression or substance abuse, an integrated group and family therapy intervention was developed for adolescents with both problems. The developers treated a group of six adolescents and families, and then trained experienced therapists to deliver the treatment to a second group of seven. Adolescents were 14 to 18 years of age. Measures of depression and substance abuse were collected before, during, and after treatment. RESULTS: High retention in treatment and attendance at sessions supported feasibility. Parent interviews demonstrated significant improvement in adolescent substance abuse, and adolescent measures demonstrated significant improvement in both domains. CONCLUSIONS: Integrated outpatient cognitive-behavioral intervention is feasible and associated with improvement for depressed, substance-abusing adolescents. Controlled efficacy studies are needed. Additional treatment modalities will be required for a proportion of these adolescents.

Adolescent↗

Brief periods of environmental enrichment facilitate adolescent development of gerbils.

In a lifespan study, measures of motor behavior and somatic growth were recorded monthly from 31 male and 31 female gerbils. Each month, after measures were recorded, the gerbils were placed in a large, outdoor environment, or in a small indoor control cage for one hour. The enrichment experience for one hour a month had no effect on motor behavior between 2 and 7 months of age, but facilitated adolescent development. Area of the ventral gland increased more rapidly in gerbils given environmental enrichment. In male gerbils, the hindlimb was longer in those given environmental enrichment, but the opposite was true in female gerbils. More female gerbils had seizures than did male gerbils after 3 months of age, and enrichment had no significant effect on seizures in female gerbils. In male gerbils, however, more of the gerbils given enrichment experience had seizures from 2 to 4 months of age and fewer had seizures at 5 and 6 months of age than did controls.

Animals↗

Promoting positive adolescent development for at-risk students with a student assistance program.

This study evaluated the psycho-educational small-group component of the CASPAR Youth Services Student Assistance Program with a randomized-controlled trial. Two cohorts of at-risk sixth graders from six schools in two communities were randomly assigned to intervention or control conditions and tested one and a half years later at the end of the seventh grade. A generalized estimating equations model yielded a significant intervention effect on all three composite outcome variables. The results support the effectiveness of prevention strategies aimed at promoting positive youth development and a social influence process for adolescents that creates trusting relationships as the foundation for helping youth improve key skills, exert greater control over their lives, and make informed decisions about substances. EDITOR'S STRATEGIC IMPLICATIONS: School administrators should be aware of this promising approach (pending replication) of using student assistance counselors to promote children's intrinsic motivation and potential for positive decision making.

Adolescent↗

Internet lives: social context and moral domain in adolescent development.

The author examines the thinking and behavior of adolescents within the digital world. What does all this instant messaging and blogging outside school hours mean? Why do adolescents do it? How much time do they spend doing it? How does it shape their social, emotional, and moral development? Bradley describes the phenomenon and explores some moral development ramifications of a new context of social experience for adolescents. It proposes that the digital world creates its own social context, with a different set of social conventions from the adult-mediated "real" world that adolescents also inhabit. It is a social context that most adults are aware of but do not understand. Adolescents' experiences in the online world influence their experiences in the face-to-face world and play an important role in the development of their social and moral knowledge. This chapter places the discussion within the context of literature on youth ethics that has been developed based on more traditional settings.

Adolescent↗

Cultural-developmental tasks and adolescent development: theoretical and methodological considerations.

The focus of this paper is to clarify the oft-used concept of developmental tasks and place it within a cultural context. The role of "cultural-developmental" tasks in the development and modification of the adolescent's social-cognitive functioning is discussed, as are the respective roles of both individual and contextual-environmental factors in the production of these competencies. A theory which includes the individual's activity as an essential mediator between the individual and the context is outlined. Preliminary research supporting this view is then presented. Finally, some possibilities for assessing cultural-developmental tasks (from the adolescent's point of view) are discussed.

Adolescent↗