1. Prepared by Marjorie A. Rogers-Slagle For the parents of FCS Middle School students July 20, 2010 2010 - 2011 Main campus 505 Englewood Drive Rocky Mount, NC 27804 www.fcspatriots.org Phone 252-443-1700 Fax 252-443-2456

2. Aspiring to God’s Standard of Excellence 2

3. 3  Provide a support system for you that will help you connect with their child  Bring you to a higher awareness of the adolescents thinking processes  Bring you a greater awareness of the adolescent’s decision making and how it relates to risk-taking behaviors.

4. 4 What in the world is going on with my child? http://www.youtube.com/watch?v=- Iy5IZ1H66A&feature=related

5. 5 PhysicalEmotionalCognitiveSocial

6. 6 An individual’s preoccupation with what others think of them.

7. 7 Ages 11 to 16 Adolescent have difficulty seeing that others can see things differently than they do Immature thinking

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10. 10 Self-consciousness Everyone else shares the same concern for their appearance as they do Peaks between ages14-16 Belief that they are under a constant eye

11. 11 Constant need for privacy. Becomes stronger around 8 th grade Stronger in girls and last longer

12. 12 Personalities Ethnicity Social environment Other elements in the adolescent’s life

13. 13 Self-esteem Self-confidence Popularity Social support – being ostracized Living up to the standards of others

14. 14 Believes their feelings are unique that no one else could possibly experience them to the same degree. Very Dramatic Comes from the obsessive focus on themselves.

15. 15 Privileged “Everyone’s watching me.” Unique “No one could ever understand.” All powerful “It couldn’t happen to me”

16. 16 The process where the adolescent’s thinking becomes more and more separated from the parent’s or caregiver’s. Imaginary audience allows them to stay connected while the personal fable helps them to begin forming their own identity.

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18. 18 Incapable of being harmed False sense of power Interferes with the decision making process Escalate very quickly Gives little or no warning of the outcome Stronger in males Fails to see the long-term effects

19. 19 Reckless driving Binge drinking Unprotected sex Purging Dare devil stunts Experimenting with drugs

20. 20 Adhesives model airplane glue, rubber cement, household glue Aerosols spray paint, hairspray, air freshener, deodorant, fabric protector, computer keyboard cleaner Solvents and gases nail polish remover, paint thinner, type correction fluid and thinner, toxic markers, pure toluene, cigar lighter fluid, gasoline, carburetor cleaner, octane booster Cleaning agentsdry cleaning fluid, spot remover, degreaser Food products vegetable cooking spray, dessert topping spray (whipped cream), whippets Gases nitrous oxide, butane, propane, helium, difluoroethane

21. 21 Anestheticnitrous oxide, ether, chloroform Amyl"Poppers," "Snappers” Butyl"Rush," "Locker room," "Bolt," "Climax," also marketed in head shops as "video head cleaner"

22. Slows down or stops nerve cell activity in some parts of the brain. Damages the part of the brain that solves complex problems and plans ahead. Damages the part of the brain that controls movement and coordination. Damages the part of the brain that helps to control memory, meaning; lose of the ability to learn new things, recognize familiar things, or have a hard time keeping track of simple conversations. 22

23. Age of Onset – late childhood to early adolescence Typically the first substance that a child experiments with. Increased and regular use occurs early & late adolescence The child can get high very fast over and over again during a short time period. Provides immediate gratification 23

24. 24 Bulimia Anorexia nervosa Addictions Substance abuse Brain damage Life threatening accidents HIV/AIDS Death

25. 25 Fill a personal need Phase their going through Irresponsible Attention Thrill-seeking Social support Peer pressure Challenging

26. 26 Making effective decisions requires the adolescent to balance the risks and benefits Adolescents may lack the ability to make appropriate risk-taking decisions They may lack the life experience and knowledge necessary to avoid errors in judgment They may lack the emotional and social skills They may lack the assertiveness to avoid participating in risk-taking behaviors

27. 27 Making effective decisions requires the adolescent to balance the risks and benefits Adolescents may lack the ability to make appropriate risk-taking decisions They may lack the life experience and knowledge necessary to avoid errors in judgment They may lack the emotional and social skills They may lack the assertiveness to avoid participating in risk-taking behaviors

28. 28 Research shows that peer groups have the strongest influence on an adolescent’s decision to participate in risk- taking behaviors. Why? Because peer groups are the most significant source of social support for the individual during adolescence

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30. Increased socialization Education on the consequences of various risky behaviors. Teach adolescents assertive skills Teach adolescents how to be decisive in their decision making process 30

31. 31 What can you do to make a difference

32. 32 Research indicates that as the parent/child relationship strengthens, peer influence weakens Frequent Communication And Concerned involvement

33. 33 Parent/child relationship strengthens Adolescent becomes more assertive and stronger in avoiding risky behaviors.

34. 34 Parents’ value systems Less likelihood of crumbling under pressure. high esteem and importance of their parents

35. Be a positive role-model Take a vested interest in your child’s life Talk to them, don’t yell Be wise in your word choices Set reasonable boundaries Take time to listen to their side 35

36. Encourage your child to express his/her feelings After school activities - Involvement Community projects Fine tune your parenting skills Parenting Skills – Imparting Wisdom http://www.allaboutparenting.org/pa renting-skills.htm 36

37. Aalsma, M.C., Lapsley, D.K., & Flannery, D.J. (2006). Personal fables, narcissism, and adolescent adjustment. Psychology in the Schools, 43(4), 481-491. Alberts, A., Elkind, D., & Ginsberg, S. (2007). The personal fable and risk-taking in early adolescence. Journal of Youth & Adolescence, 36, 71-76. Artar, M. (2007). Adolescent egocentrism and theory of mind: In the context of family relations. Social Behavior and Personality, 35(9), 1211-1220. Aspya, C.B., Veselyb, S.K., Omanb, R.F., Rodinec, S., Marshallc, L., & McLeroy, K. (2007). Parental communication and youth sexual behavior. Journal of Adolescence, 30(3), 449-466. Bell, J. & Bromnick, R. (2003) The social reality of the imaginary audience: A grounded theory approach. Adolescence, 38(150), 205-219. Blum, H.P. (2004) Separation-individuation theory and attachment theory. Journal of American Psychoanalytic Association, 52(2), 535-553. Elkind D. (1967). Egocentrism in adolescence. Child Development, 38(4), 1025-1034. Gardner, M. & Steinberg, L. (2005). Peer influence on risk taking, risk preference, and risky decision making in adolescence and adulthood: An experimental study. Developmental Psychology, 41(4), 625–635. 37 References

38. Heads Up (n.d.). Inhalants –quiz. Jaffe, M.L. (1998). Adolescence. New York, NY: Wiley Lapsley, D.K. (1993). Towards an integrated theory of adolescent ego development: The "new look" at adolescent egocentrism. American Journal of Orthopsychiatry, 63(4), 562-571. Manley, R. (2009). The personal fable of adolescents understanding the fantasy construct common to youth. Suite 101. http://parentingteens.suite101.com/article.cfm/the_personal_fable_of_adolescents#ixzz0N2WEqO7v Michael, K. & Ben-Zur, H. (2007). Risk-taking among adolescents: Associations with social and affective factors. Journal of Adolescence 30, 17–31. National Inhalant Prevention Coalition (2005). http://www.inhalants.org/product.htm North Carolina School Counseling Association (2010). http://www.ncschoolcounselor.org/i4a/pages/index.cfm?pageid=3308 Rodham, K., Brewera, H., Mistrala, W., & Stallarda, P. (2006). Adolescents’ perception of risk and challenge: A qualitative study. Journal of Adolescence, 29(2), 261-272. 38 References