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Thursday, April 21, 2011
ARP Standards/EDPSY 251
EDPSY 251 Kassie Markovich
Prof. Waite
03/18/11
Analysis and Reflection Paper
The intention of this paper is to examine some of the reasons why certain adolescents struggle socially, understand the serious consequences of social withdrawal with a particular emphasis on marijuana abuse, and express my intentions to provide a supportive classroom environment that will aid in the adolescent’s social development and self-esteem.
Attachment theory is the concept that children and parents develop a bond at an early age that will influence the child’s self worth and interactions with others. (AYA1: k1) According to Bowlby (1982), the dependent infant will naturally rely on the caregiver to provide for his needs. If the parent is unresponsive, the child will internalize this response to reflect his own self-worth. In other words, if a parent is consistently sensitive and caring to the child’s needs, he will then see himself as worthy of love and attention. Adversely, the child who experiences neglect from the caregiver could develop the idea that he is unworthy of love and attention.
There are different types of attachment styles and they can be divided into four categories. (AYA1: k2)The relationship between the responsive parents and well cared for child would be classified as a secure attachment style. This relationship is ideal because it gives the child a sense of self-worth and positive view of others. (Bartholomew & Horowitz, 1991) The other type of attachment styles, known as insecure attachment styles, result from either partially or completely unresponsive and or abusive parents. Next, we will look at types of insecure attachment styles and the effects of these relationships.
An anxious ambivalent relationship would leave the child with a negative view of self and a positive view of others. This can result from parents who are both supportive and abusive in irregular patterns, leaving the child unsure of his worth but still aware of the potential good in others. A fearful/avoidant relationship leaves the child with a negative view of self and others. This can result from consistent neglect from the primary caregiver. Finally, there is a dismissive-avoidant attachment style. This leaves the child with a positive view of self and a negative view of others. This occurs when the child decides that he has positive self-worth and everyone else is the problem. Because his earliest experiences have only shown him negativity, naturally he interprets the rest of the world to be this way. (Bartholomew & Horowitz, 1991)
As we’ve stated, this relationship has an incredible impact of the child’s first interpretation of self-identity. (AYA1: k2) For the child, the relationship with the caregiver is usually the first and strongest because of his natural state of dependency development. This can become dangerous if the child happens to have an insecure relationship with the parent because he becomes likely to adapt a thought process known as cognitive vulnerability. (AYA6: k2) According to Beck (1976) the child learns to interpret the rest of his environment based on his experiences at home. This will result in negative schema, causing the child to potentially view himself and others in a negative light. This could in turn result in low self-confidence, making it harder to develop relationships with others.
The adaptation of low self-confidence becomes increasingly dangerous when the child enters adolescence because the primary attachment switches from the caregiver to his peers. (AYA 1: k4) As the teenager is spending less time at home and more time with those his own age, there becomes a need to develop relationships with others. When an insecurely attached child sees the world in a dysfunctional way he will likely have problems developing the social relationships necessary for combating his low self-esteem. (Kuiper & Olinger, 1986) This is because the insecure parental attachment left the child with insufficient skills in building relationships with peers. (Shaw & Dallos, 2005) Sadly, poor self-image can lead to depressive symptoms because the child is feeling hopeless about his own future. (Hankin, 2005) Having a negative view of the world and of yourself not only places a tremendous amount of negative stress on the adolescent but it also prevents him from developing healthy relationships that could help alter his negative schema patterns. This circular logic can leave the child unable to recover from his self-harming pattern of behavior.
There is one particular risk taking behavior of adolescents that this paper will address, and that is the use of marijuana. According to the selective recruitment hypothesis, the more socially isolated the adolescent is, the more likely he is to smoke marijuana. (AYA2: k2) This effect results from the teen’s inability to handle his negative reality and looks for a release. (Hall & Lynskey 2005) Marijuana use in this particular category of adolescents is especially dangerous because of the drug’s correlation with suicidal thought increase. (Greenblatt, 1998) These adolescents are already susceptible to hopelessness and a negative self-view. Turning to a drug for intended escape can increase these symptoms, unknowingly to the teen. Further the circle is dug around the adolescent, making it difficult for him to find his way into a positive and healthy light.
Furthermore, research is showing overwhelming support that marijuana increases the risk of developing schizophrenia. (Gurley 2010) This is defined as any of several psychotic disorders characterized by distortions of reality and disturbances of thought and language and withdrawal from social contact. (Princeton) This condition being related to ‘withdrawal of social contact’ would cause significant harm to the already socially deprived individual.
We reflected earlier on the transition from the importance of parent-focused relationships to peer relationships. Because friends play important roles in the adolescent’s life, it would seem logical that a friend using marijuana could influence others in his circle. (AYA2: k2) Combing the dangerous side effects on the adolescent brain and influence among peers, it is that more imperative that the teen is educated about harmful factors of this drug before the onset of use.
As a teacher I would aim to make my classroom a safe haven for all students to be themselves. (AYA2: d3) Making sure the classroom is kept without bullying and discrimination will hopefully allow my students to see each other as people they can trust. To further this cause, I would also construct a significant amount of group activity. This is to aid the students in developing positive relationships with each other in order to further secure attachments and help them develop schemas that will allow them to interpret humanity in a more positive light. (AYA2: p2) Also, I would make it clear to all of my students that I am someone they can trust and come to when they are in trouble, or just need someone to talk to. Letting my students know that they have someone to turn to for social support will help instill a sense of hope and alleviate against depressive symptoms. (AYA2: d2)
I also think it’s important that my class know about the harmful effects of drug use. Especially considering its association with those who are already suffering from social withdrawal, it is important that the students understand how serious the side effects are and their potentially harmful ends. Lastly, I find it important that the parents or primary caregivers be involved in their child’s academic life in a supportive way. In this way there can be two-way communication with the best interest of the child at heart. This will allow me to have more insight into the child’s cognitive patterns and personality, which will enable me to better detect if there is a problem and communicate it more efficiently to the parent. Making sure the parent and I are on the same page in regards to drug safety would also help further the cause in substance abuse awareness and prevention outside of the class room. (AYA6: p3)
Ultimately, my goal is to help my future students develop a positive social environment that will aid them in dealing with life stresses hardships. Having this in their lives will help them to continue to approach life in a positive manner and defend against a hopeless worldview. (AYA3: d3) Furthermore, I want to educate my students on the dangers of marijuana because of its worsening effects on social withdrawal. As reflected in my research, having a supportive group of people you can depend on is very helpful in maintaining a healthy mental state. Once the adolescent develops a negative lens, a circular pattern of negativity and social withdrawal result and the end can be devastating.
Developmental Standards
Teachers of Adolescence and Young Adulthood
Standard #1: The Development of Adolescents and Young Adults.
The teacher of adolescents and young adults understands the range of developmental characteristics of adolescence including interpersonal, cultural, and societal contexts and uses this knowledge to facilitate student learning.
Knowledge 1: Understands components, principles, and theories of adolescent and young adult development such as identity formation and physical, social, and cognitive characteristics, as noted in research.
Knowledge 2: Understands the individual differences among adolescents and young adults and the influence of these differences on their behavior and learning.
Knowledge 4: Understands the importance of the social and cultural context in which adolescents and young adults develop.
Standard #2: Decision Making.
The teacher of adolescents and young adults understands the challenges young adults face and provides them with the skills and opportunities to be reflective in making responsible decisions.
Performance 2: Engages students in activities related to their interpersonal, community, and societal responsibilities
Knowledge 2: Recognizes the benefits of student and/or teacher participation in co-curricular and extra-curricular activities.
Dispositions 2: Is attentive to indications of challenges or difficulties that may affect healthy development.
Dispositions 3: Is committed to establishing a caring environment that supports the healthy development of adolescents and young adults.
Standard #3: The High School Learning Community.
The teacher of adolescents and young adults has an understanding of the characteristics of high schools and incorporates this knowledge into the design of educational programs which reflect sound principles of teaching and learning.
Disposition 3: Appreciates the importance of high school in empowering students for an independent life.
Standard # 6: The Home-School Connection.
The teacher of adolescents and young adults understands the impact of family structure and home life on educational development and uses this knowledge to facilitate and support the education of the young adult.
Performances 3: Establishes and sustains mutually respectful and productive relationships with students’ homes to promote student learning and well-being.
Knowledge 2: Understands the impact of the relationship of home life to the academic and personal success of the student.
Works Cited
Bartholomew, K., & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226 – 244.
Beck, A. T. (1976). Cognitive therapy and emotional disorders. New York: International University Press.
Bowlby, J. (1969/1982). Attachment and loss. Vol. 1: Attachment (2nd ed.). New York: Basic Books.
Greenblatt, J. (1998), Adolescent self-reported behaviors and their association with marijuana use. National Household Survey on Drug Abuse, 1994-1996 SAMHSA
Gurley, J. (2010) Marijuana causes schizophrenia which s a serious problem. www.KevinMD.com
Hall, W. & Lynskey. (2005) Is cannabis a gateway drug? Testing hypotheses about the relationship between cannabis use and the use of other illicit drugs. Drug and Alcohol Review
Hankin, B. L., Kassel, J. D., & Abela, J. R. Z. (2005). Adult attachment dimensions and
specificity of emotional distress symptoms: Prospective investigations of cognitive risk and interpersonal stress generation as mediating mechanisms. Personality Social Psychology Bulletin, 31, 136–151.
Kuiper, N. A., & Olinger, L. J. (1986). Dysfunctional attitudes and a self-worth contingency model of depression. Advances in Cognitive-Behavioral Research and Therapy, 5, 115–142.
Princeton University. wordnetweb.princeton.edu/perl/webwn
Shaw, K., Samantha & Dallos, Rudi (2005). Attachment and adolescent depression: The impact of early attachment experiences. Attachment and Human Development 7 (4): 409-424
Prof. Waite
03/18/11
Analysis and Reflection Paper
The intention of this paper is to examine some of the reasons why certain adolescents struggle socially, understand the serious consequences of social withdrawal with a particular emphasis on marijuana abuse, and express my intentions to provide a supportive classroom environment that will aid in the adolescent’s social development and self-esteem.
Attachment theory is the concept that children and parents develop a bond at an early age that will influence the child’s self worth and interactions with others. (AYA1: k1) According to Bowlby (1982), the dependent infant will naturally rely on the caregiver to provide for his needs. If the parent is unresponsive, the child will internalize this response to reflect his own self-worth. In other words, if a parent is consistently sensitive and caring to the child’s needs, he will then see himself as worthy of love and attention. Adversely, the child who experiences neglect from the caregiver could develop the idea that he is unworthy of love and attention.
There are different types of attachment styles and they can be divided into four categories. (AYA1: k2)The relationship between the responsive parents and well cared for child would be classified as a secure attachment style. This relationship is ideal because it gives the child a sense of self-worth and positive view of others. (Bartholomew & Horowitz, 1991) The other type of attachment styles, known as insecure attachment styles, result from either partially or completely unresponsive and or abusive parents. Next, we will look at types of insecure attachment styles and the effects of these relationships.
An anxious ambivalent relationship would leave the child with a negative view of self and a positive view of others. This can result from parents who are both supportive and abusive in irregular patterns, leaving the child unsure of his worth but still aware of the potential good in others. A fearful/avoidant relationship leaves the child with a negative view of self and others. This can result from consistent neglect from the primary caregiver. Finally, there is a dismissive-avoidant attachment style. This leaves the child with a positive view of self and a negative view of others. This occurs when the child decides that he has positive self-worth and everyone else is the problem. Because his earliest experiences have only shown him negativity, naturally he interprets the rest of the world to be this way. (Bartholomew & Horowitz, 1991)
As we’ve stated, this relationship has an incredible impact of the child’s first interpretation of self-identity. (AYA1: k2) For the child, the relationship with the caregiver is usually the first and strongest because of his natural state of dependency development. This can become dangerous if the child happens to have an insecure relationship with the parent because he becomes likely to adapt a thought process known as cognitive vulnerability. (AYA6: k2) According to Beck (1976) the child learns to interpret the rest of his environment based on his experiences at home. This will result in negative schema, causing the child to potentially view himself and others in a negative light. This could in turn result in low self-confidence, making it harder to develop relationships with others.
The adaptation of low self-confidence becomes increasingly dangerous when the child enters adolescence because the primary attachment switches from the caregiver to his peers. (AYA 1: k4) As the teenager is spending less time at home and more time with those his own age, there becomes a need to develop relationships with others. When an insecurely attached child sees the world in a dysfunctional way he will likely have problems developing the social relationships necessary for combating his low self-esteem. (Kuiper & Olinger, 1986) This is because the insecure parental attachment left the child with insufficient skills in building relationships with peers. (Shaw & Dallos, 2005) Sadly, poor self-image can lead to depressive symptoms because the child is feeling hopeless about his own future. (Hankin, 2005) Having a negative view of the world and of yourself not only places a tremendous amount of negative stress on the adolescent but it also prevents him from developing healthy relationships that could help alter his negative schema patterns. This circular logic can leave the child unable to recover from his self-harming pattern of behavior.
There is one particular risk taking behavior of adolescents that this paper will address, and that is the use of marijuana. According to the selective recruitment hypothesis, the more socially isolated the adolescent is, the more likely he is to smoke marijuana. (AYA2: k2) This effect results from the teen’s inability to handle his negative reality and looks for a release. (Hall & Lynskey 2005) Marijuana use in this particular category of adolescents is especially dangerous because of the drug’s correlation with suicidal thought increase. (Greenblatt, 1998) These adolescents are already susceptible to hopelessness and a negative self-view. Turning to a drug for intended escape can increase these symptoms, unknowingly to the teen. Further the circle is dug around the adolescent, making it difficult for him to find his way into a positive and healthy light.
Furthermore, research is showing overwhelming support that marijuana increases the risk of developing schizophrenia. (Gurley 2010) This is defined as any of several psychotic disorders characterized by distortions of reality and disturbances of thought and language and withdrawal from social contact. (Princeton) This condition being related to ‘withdrawal of social contact’ would cause significant harm to the already socially deprived individual.
We reflected earlier on the transition from the importance of parent-focused relationships to peer relationships. Because friends play important roles in the adolescent’s life, it would seem logical that a friend using marijuana could influence others in his circle. (AYA2: k2) Combing the dangerous side effects on the adolescent brain and influence among peers, it is that more imperative that the teen is educated about harmful factors of this drug before the onset of use.
As a teacher I would aim to make my classroom a safe haven for all students to be themselves. (AYA2: d3) Making sure the classroom is kept without bullying and discrimination will hopefully allow my students to see each other as people they can trust. To further this cause, I would also construct a significant amount of group activity. This is to aid the students in developing positive relationships with each other in order to further secure attachments and help them develop schemas that will allow them to interpret humanity in a more positive light. (AYA2: p2) Also, I would make it clear to all of my students that I am someone they can trust and come to when they are in trouble, or just need someone to talk to. Letting my students know that they have someone to turn to for social support will help instill a sense of hope and alleviate against depressive symptoms. (AYA2: d2)
I also think it’s important that my class know about the harmful effects of drug use. Especially considering its association with those who are already suffering from social withdrawal, it is important that the students understand how serious the side effects are and their potentially harmful ends. Lastly, I find it important that the parents or primary caregivers be involved in their child’s academic life in a supportive way. In this way there can be two-way communication with the best interest of the child at heart. This will allow me to have more insight into the child’s cognitive patterns and personality, which will enable me to better detect if there is a problem and communicate it more efficiently to the parent. Making sure the parent and I are on the same page in regards to drug safety would also help further the cause in substance abuse awareness and prevention outside of the class room. (AYA6: p3)
Ultimately, my goal is to help my future students develop a positive social environment that will aid them in dealing with life stresses hardships. Having this in their lives will help them to continue to approach life in a positive manner and defend against a hopeless worldview. (AYA3: d3) Furthermore, I want to educate my students on the dangers of marijuana because of its worsening effects on social withdrawal. As reflected in my research, having a supportive group of people you can depend on is very helpful in maintaining a healthy mental state. Once the adolescent develops a negative lens, a circular pattern of negativity and social withdrawal result and the end can be devastating.
Developmental Standards
Teachers of Adolescence and Young Adulthood
Standard #1: The Development of Adolescents and Young Adults.
The teacher of adolescents and young adults understands the range of developmental characteristics of adolescence including interpersonal, cultural, and societal contexts and uses this knowledge to facilitate student learning.
Knowledge 1: Understands components, principles, and theories of adolescent and young adult development such as identity formation and physical, social, and cognitive characteristics, as noted in research.
Knowledge 2: Understands the individual differences among adolescents and young adults and the influence of these differences on their behavior and learning.
Knowledge 4: Understands the importance of the social and cultural context in which adolescents and young adults develop.
Standard #2: Decision Making.
The teacher of adolescents and young adults understands the challenges young adults face and provides them with the skills and opportunities to be reflective in making responsible decisions.
Performance 2: Engages students in activities related to their interpersonal, community, and societal responsibilities
Knowledge 2: Recognizes the benefits of student and/or teacher participation in co-curricular and extra-curricular activities.
Dispositions 2: Is attentive to indications of challenges or difficulties that may affect healthy development.
Dispositions 3: Is committed to establishing a caring environment that supports the healthy development of adolescents and young adults.
Standard #3: The High School Learning Community.
The teacher of adolescents and young adults has an understanding of the characteristics of high schools and incorporates this knowledge into the design of educational programs which reflect sound principles of teaching and learning.
Disposition 3: Appreciates the importance of high school in empowering students for an independent life.
Standard # 6: The Home-School Connection.
The teacher of adolescents and young adults understands the impact of family structure and home life on educational development and uses this knowledge to facilitate and support the education of the young adult.
Performances 3: Establishes and sustains mutually respectful and productive relationships with students’ homes to promote student learning and well-being.
Knowledge 2: Understands the impact of the relationship of home life to the academic and personal success of the student.
Works Cited
Bartholomew, K., & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226 – 244.
Beck, A. T. (1976). Cognitive therapy and emotional disorders. New York: International University Press.
Bowlby, J. (1969/1982). Attachment and loss. Vol. 1: Attachment (2nd ed.). New York: Basic Books.
Greenblatt, J. (1998), Adolescent self-reported behaviors and their association with marijuana use. National Household Survey on Drug Abuse, 1994-1996 SAMHSA
Gurley, J. (2010) Marijuana causes schizophrenia which s a serious problem. www.KevinMD.com
Hall, W. & Lynskey. (2005) Is cannabis a gateway drug? Testing hypotheses about the relationship between cannabis use and the use of other illicit drugs. Drug and Alcohol Review
Hankin, B. L., Kassel, J. D., & Abela, J. R. Z. (2005). Adult attachment dimensions and
specificity of emotional distress symptoms: Prospective investigations of cognitive risk and interpersonal stress generation as mediating mechanisms. Personality Social Psychology Bulletin, 31, 136–151.
Kuiper, N. A., & Olinger, L. J. (1986). Dysfunctional attitudes and a self-worth contingency model of depression. Advances in Cognitive-Behavioral Research and Therapy, 5, 115–142.
Princeton University. wordnetweb.princeton.edu/perl/webwn
Shaw, K., Samantha & Dallos, Rudi (2005). Attachment and adolescent depression: The impact of early attachment experiences. Attachment and Human Development 7 (4): 409-424
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