CHAPTER 8

What can be done to lower teen pregnancy rates in NM?

- Encourage parents and teens to talk openly and accurately about sex and sexual health. - Comprehensive sex-ed programs in schools

Navigating teen relationships (Relationships and Sex)

- Teens in relationships are still developing their sense of self and learning about their likes, dislikes, and values. They are by no means adults yet. - Teens are more likely to start dating someone they have not been friends with first; dating crosses group boundaries.

Conflicts with parents

-Most conflicts are MINOR - Parent-adolescent conflict typically peaks in early adolescence and is more a sign of attachment than of distance in their relationship. The reason there is a conflict is that there is care. The parent cares about their child and wants what's best but naturally, the adolescent wants to separate and form their own ideas. Bickering: Involves petty, peevish arguing, usually repeated and ongoing; a little more common amongst mothers and daughters. Over thing's that don't really matter in the long run. Example: "That skirt is way too short" or " You're wearing too much makeup for school" and "My skirt is fine and I am wearing a normal amount mom!" and "You came home at 12 not 11 like you were supposed to!" followed by " I was home at 11:30 mom that's only 30 min late!" Neglect: This is still detrimental to adolescents development. Although teenagers may act like they don't need their parents or rules they actually really do. Neglect by parents can be destructive. The teen needs a safety net from their parents and encouragement.

Sex education in schools

1. Abstinence-only programs do NOT work. 2. Starting early: The most effective programs - Begin before high school ( even if it's about teaching kids about their body parts) - Include assignments that require parent-child communication in order to start discussions. - Focus on behavior (not just on conveying information) Don't just show statistics or pictures of gross diseases as a scare tactic. Focus on teaching the behaviors that can transmit or cause infections or behaviors that lead to pregnancy. - Provide medical referrals on request (If adolescents are going to engage in sexual activity medical referrals can help gain access to contraceptives and condoms. This can prevent pregnancy and STIs. - Successful programs last for years. It's not just one class or one week or one module in a health class. SCHOOL PROGRAMS CAN MAKE A POSITIVE DIFFERENCE IN LOWERING TEEN PREGNANCY RATES AND LOWERING RISK OF TRANSMITTING STIs.

Where do adolescents learn about sex? Part 2

2. Parents: - Parents often underestimate their adolescent's need for information. - Many parents know little about their adolescents' sexual activity and wait until their child is already in an acknowledged romantic relationship. Many adolescents are in secret relationships and have already had sex before their parents know about it. - Parents should teach their children about sex and body parts at an early and at age-appropriate level. - GENDER AND AGE are the most significant correlates of parent-child conversations. Parents are more likely to talk to their daughters about sex than their sons (pregnancy). Traditionally because men aren't held accountable like women are. Example: Mom says "My child is only 12, she has years before she even starts to think about sex" or "She's only been on one date before" or "My daughter needs to know that she shouldn't date because she will get pregnant" When is the appropriate time to talk about sex with an adolescent? - When they ask! (Parents are often worried that they will explain too much or that their child won't understand.) - When a four-year-old asks where babies come from be honest and use the correct terminology (penis, vagina, and vulva) do it matter of factly and that's how a child will take it. Explain what's private and what's not. - As they mature explain more age-associated issues like pregnancy, diseases, same-sex relations, STIs, or STDs. Make sure you as a parent or knowledgeable so you can pass on accurate information to your children so they can pass it on to your peers.

Sexual Behavior RESEARCH

2015 PEW RESEARCH STUDY: Included 13 and 14-year-old teenagers. 2015 CDC survey: Included U.S High School students that were 15 to 19 years old.

How teens meet, flirt with, and ask out romantic partners.

2015 Pew Research Report Findings (Pew is highly respected) 1. 25% of teens with dating experience have met someone ONLINE. 2. 69% of those who met a romantic partner online went on to meet face to face. 30% of teens who said they had a dating experience did not end up meeting face to face. 3. About 30% of teenagers use social media to research potential romantic partners or current romantic partners. - Teens find out way more information about the people they are interested in before they date than people did before social media was so common. - Before social media you had to date a person and ask questions in order to get a sense of who they are, now you can look at their profile and see their friends, interests, school, career

Dating and not dating (Adolescents)

2015 Pew Research Study Findings Not Dating: 1. It is NORMAL for teens to not date or be in a relationship. 2. Nearly 2/3 or 64% of teens have NEVER been in a romantic relationship or dated according to National Research. 3. About 1/3 of teens (ages 13-17) have SOME experience with romantic relationships. About 20% of teens are currently IN a romantic relationship. 4. Older teens (ages 15-17) are MORE LIKELY than younger teens to have experience with romantic relationships. Dating: - First romances, if they happen, appear in high school and rarely last more than a year. On average 3 months. - Girls claim a steady partner more often than boys do. Girls are quicker to say they are dating someone more steadily than boys. - Breakups and unreciprocated crushes are common. - Adolescents can be CRUSHED by rejection and can sometimes contemplate revenge or in the worse case suicide. Parents and friends should not downplay the severity of their feelings. These feelings are extremely hard and no one should say "There are more people out there" or "He wasn't even that cute" or "It's just teen puppy love, you don't know real love yet" Friends and family should offer comfort and support and just be there for the adolescent who is heartbroken. Acknowledge their feelings and reassure them that there is more to life than that relationship. The reassurance should be secondary to helping the adolescent manage the crushing emotions of their breakup.

Sex education ( Where do adolescents learn about sex?) Part 1

Adolescents learn through: 1. Peers: - Adolescent sexual behavior is strongly influenced by peers. - Specifics of peer education depend on the group: All members of a clique might be virgins, or they all might be sexually active. - Only about half of the U.S. adolescent couples, discuss issues such as pregnancy and STIs and many are unable to come to a shared conclusion or agreement based on accurate information. - May turn to the internet for sexual education which could be a good source for information but also a source for misinformation just like peers can be.

Where adolescents spend time with friends

Adolescents spend the most time with their friends at school (83%). They spend 8 hours of the day together.

Benefits of healthy dating during the teenage years

BENEFITS INCLUDE: 1. Developing social skills including: Mutual respect, trust, honesty, and compromise. 2. Learning about other people and their backgrounds (Family's, beliefs, political beliefs, religion, ways of thinking) 3. Grow emotionally (Relationships can trigger different emotions and we can choose how to deal with those either in a positive or negative way. Give the opportunity to learn what to do next time. 4. These skills can transfer to the development of positive relationships in other areas like school, employers, and partners during adulthood.

Non-heterosexual orientation (LGBTQ Youth)

Characteristics include: 1. Many do not acknowledge their sexual orientation, sometimes even to themselves. 2. Once a person has acknowledged and accepted their orientation, it might be a very long time before they come out to others. Research showed that a lot of them did not come out to family members until their 20s. 3. National and peer cultures often make the homosexual adolescent feel ashamed (Religious communities or conservative communities) 4. Many gay youth date members of the opposite sex in order to hide their true orientation. 5. Past cohorts of gay youth had higher rates of clinical depression, drug abuse, and suicide than their straight peers. 6. The true number of heterosexual, homosexual, bisexual, and asexual youth is unknown. Until we can create a safe place for LGBTQ to feel accepted and teach that they are normal people, and teach that it's NOT A CHOICE, the number will remain unknown.

Teens and peers: Cliques and crowds

Clique: Group of adolescents made up of close friends who are loyal to one another while excluding outsiders. Crowd: Large group of adolescents who have something in common but aren't necessarily friends. Just a way of categorizing adolescents who have something in common. Example: Goths, nerds, hippies, popular, athletic, band geeks.

Foreclosure

Erikson's term for premature identity formation, which occurs when an adolescent adopts parents' or society's roles and values wholesale, without questioning or analysis (HAVING PARENTS IDENTITY) Example: Chris believes he can only pursue medicine because his parents have made him believe that was his only option because his parents are doctors and he needs to continue the family business. He does not explore and caves into the demands of the family. Cristina thinks she has to get married before having children. It's apart of her culture to find a husband and get married as soon as possible. She doesn't consider going to school because she believes she has to become a wife and mother first.

Identity achievement

Erikson's term for the attainment of identity, or the point at which a person understands who he or she is as a unique individual, in accord with past experiences and future plans. They can choose a path that makes them happy. (HAVING OWN IDENTITY) Example: Lisa says this is my career choice. I want to pursue an English degree and become a writer. I have always loved reading and writing. I do not want to go to medical school as my parents wanted. She commits to it and takes the steps needed to accomplish her goal.

Factors influencing identity achievement (Bronfenbrenner's Model)

Example: Choosing a major Individual Level: Toddie wants to become a nurse based on the fact that he loves people and wants to help them. He's healthy and an advocate for health and he's great at science. Microsystem: Can Toddie pursue nursing? He has three kids at home and lives about 45 minutes from the closest campus. He would have to take the bus since he doesn't own a car. He might have to choose online courses but needs face to face learning. Outer layers: Toddie finds out that since he is Hispanic, he can apply for certain scholarships to attend school. He also qualifies for financial aid. The college he wants to go to has an accredited nursing program.

Erikson's Theory Adolescence

Identity vs. Role Confusion (5th stage) Age: 12-19 years Question: Who am I? I don't want to be a child anymore. but is confused about which role to adopt. This adopting of a role can take years. Characteristics: Trying on different roles, choosing some and discarding others. They might try roles that make themselves feel good or might be forced into roles by others. Example: Religious identity, gender identity, political identity, and ethnic identity. Example: Jason's friend group is rebellious and are known as the punk rocker's at school. They skip school and smoke in alleys. This makes Jason feel like he must be rebellious and start skipping school and dressing more alternative. Positive Resolution: Resolving this crisis in a positive way leads to integrating their chosen roles into a single, well-developed identity which means a fully integrated sense of self. Negative resolution: Failure leads to role confusion and a weak sense of self. However, if you didn't resolve them in a positive way you still can learn to resolve them in a good way as you go throughout life. The virtue that develops: Fidelity (People are more apt to become active citizens in society, committing to social institutions, and allowing for the development of peer relationships and intimate relationships. People who do not develop fidelity are more reluctant to select and commit to a belief system (hesitant, timid, apathetic) or are likely to commit to a negative identity or ideology that follows. (defiance or subversive) Willing to tear the structures that hold family's and communities together. A fully formed identity involves: A consistent definition of one's self as a unique individual, in terms of roles, attitudes, beliefs, and aspirations. ↓ ↓ Separate from your roles, beliefs, and attitudes of your family or authorities and decide whether you want to stick with them or go on your own path.

Methods of asking someone out on a first date (Teens)

Methods include: 1. Asking in person or IRL is the most common ( 52%) 2. Wait for someone to ask you out. More often girls than boys. (26%) 3. Send a text message (24% almost 25%) 4. Call them on the phone ( 15%) 5. Get a friend to ask for them (9%) 6. Ask in some other way (15%)

Pregnancy rates in NM

NM: - As of 2018, New Mexico currently rates 43rd in teen pregnancy rate (7 states have higher rates than NM) We say pregnancy rates because of abortions and miscarriages. - 42nd in teen birth rates (8 states and Washington D.C have higher rates than NM) - Rate for teen pregnancies in NM is 25.3 per 1000 teen girls (age 15-19). There are still girls younger than this who get pregnant but it's not included in this data.

Factors increasing pregnancy rates in NM

NM: - Living in rural, impoverished areas. Of New Mexico's 33 counties, 26 are designated as rural. NM is a RURAL state. This means a lot of counties are less likely to have close medical care. - Teens who drop out of high school. New Mexico's drop out rate is about 37%; The national average is about 22%. - Shortage of hospitals and clinics that offer access to obstetrics services. In New Mexico, many expectant mothers drive more than 100 miles to reach the nearest obstetrics services. - 11 counties in NM lacked any OB/GYN services and 7 others lack an OB/GYN doctor or certified midwife.

Social issues increasing pregnancy rates in NM

NM: Wider social issues at play: - Many teens who drop out of HS don't believe they have any chance of economic opportunity or advancement because they were born into impoverished households. - They don't only drop out of HS, but also the economic mainstream. They're not contributing to economic prosperity for themselves or for the state. So the same mentality (and poverty) is passed onto their kids and a cycle continues.

Parental monitoring

Parents' ongoing awareness of what their children are doing, where, and with whom. Teens can be very secretive during adolescence and especially now with technology and cellphones. Some parents track their teen's phones to make sure they're safe but it can be abused. A healthy example of a teen would be: "Mom I am going to my friend's house for a while and we might get dinner and catch a movie at 9:30. I will call you after the movie is over and let you know I'm on my way home." A healthy example of a parent would be: " You may leave and hang out with your friend. Please make sure that you are home right after the movie and do call." Positive: Part of a warm and healthy relationship Negative: When overly restrictive and controlling. Monitoring constantly is not healthy. Worst: Psychological damage when parents make a child feel guilty and impose the need to be/feel grateful by threatening to withdrawal love and support AKA EMOTIONAL BLACKMAIL. Example: "How could you do this to me? I gave you life, food, and a home?!" THESE THINGS ARE AN OBLIGATION WHEN YOU DECIDE TO HAVE A CHILD AND SHOULD NOT BE USED TO MAKE A TEEN FEEL GUILTY!

Peer support

Peer pressure: Encouragement to conform to one's friends, or contemporaries, in behavior, dress, and attitude. Example: Cady joins the popular group and conforms to their norms. On Wednesdays they wear pink. She also starts ignoring the friends she had originally made at the beginning of school. She becomes a little meaner to her schoolmates as well since her friends are mean Considered a negative force: If adolescent peers encourage one another to defy adult authority or societal institutions. HOWEVER... PEER PRESSURE CAN BE VERY SUPPORTIVE!!! - Can be used to support desired outcomes too. By either parents, society, or friends. - Makes it easier to do the right thing Example: "Let's study for the exam together next week at Starbucks" or "Let's go to church on Sunday" or "Let's clean the gymnasium so we can earn extra credit in P.E" - Helps individuals do things they might not normally do alone or by themselves. Example: " I'll go to the dance on Friday if you come too!" or "Let's join the after school STEM program together since we both love science and math!"

Risks of dating during teenage years

RISKS INCLUDE: 1. Dating an OLDER partner -Some older partners may want to have sex before an adolescent is developmentally or emotionally ready - Teenage girls having sex with an older partner are less likely to use contraception and are at a heightened risk of pregnancy or an STI. 2. Have unrealistic expectations - Some adolescents have idealistic views about relationships. - For example, they might expect relationships always progress in certain stages. 1. Hang out with a group of friends 2. Meet each other's parents 3. Tell people they're a couple and dating - It does not play out in stages in many circumstances. - The more relationships progressed differently than a girl expected the more likely she is to become depressed and suffer mental health issues and even suicide. There is more pressure for a girl to feel the need to attain a perfect relationship than boys. 3. Dating at an early age -Younger adolescents are still learning about their sense of self, likes/dislikes, and values. - May be pressured to have sex before they are mentally ready or mature to handle the consequences and responsibilities of sex. 4. Having sex at an earlier age is positively correlated with other negative outcomes including: - Depression - Substance abuse - Poor romantic relationship quality - Low school participation

Choosing friends

Selection: Teenagers select friends whose values and interests they share, and abandon friends who follow other paths. They are looking for people who are like them. Example: Ariana and Jessie were friends all throughout elementary and middle school. When they enter high school, Ariana joins the cheerleading team and Jessie joins the theater club. Ariana starts becoming friends with her fellow cheer mates and stops hanging out with Jessie. Luckily, Jesse has formed her own friends in her theater class. *THERE IS NO ILL INTENT WHEN THESE FRIENDS STOP HANGING OUT, THEY JUST FIND NEW PEOPLE WITH THEIR SAME INTERESTS.*

James Marcia

Studied adolescent stage of Erikson; divided adolescent into four possible statuses- foreclosed(having parents identity), achieved (your own identity), diffused (not even searching, living day-to-day), moratorium (actively searching for identity) Crisis: Can mean questioning and exploring ideas, beliefs, and behaviors. For example, "Do I believe what my parents believe anymore?" or "Do I want to pursue the career they have chosen for me?" Achievement ✅: The crisis has happened and commitment has happened. These come together to form identity achievement. Foreclosure: No crisis or exploration but committing to doing something based on what others want them to do. Moratorium✅: The person has a crisis and is questioning but has not committed to anything yet. Diffusion: No crisis or exploration. No commitment made either.

Australian Longitudinal Study Results 2018

Teens can fight with their parents and still be close. About 20% of mothers and 25% of fathers experienced some sort of conflict with their child. Conflict includes: Bugging Disagreeing Tantrums

Relationships with elders and peers

The closeness of the family can be measured through: 1. Communication: Do parents and teens openly talk with each other? Example: Are the children open about their personal lives like things that go on at school and in their personal relationships? Do the parents talk openly with their children about their jobs, politics, and things going on in the world? 2. Support: Do they rely on one another? Example: Can the child rely on the parent to sign permission slips to join activities at school? Can they rely on their parents to get them help if they're struggling in school? Can the parent rely on their child to not drink at a party or be home before curfew? 3. Connectedness: How emotionally close are they? Example: Is the relationship warm and close or cold and distant. Do the parents and children hug each other often or is affection rare if not non-existent? 4. Control: Do parents encourage or limit teens' autonomy? Example: Are they encouraging the child's independence or are they controlling too much? Can vary a-lot on different circumstances.

Are today's adolescence lazy?

The number of teens in the labor force is declining. Why teens aren't getting jobs 1. They are staying in school. The % of 16-19-year-olds enrolled in summer school has tripled in the last 20 years. 2. Parent's and high school's are encouraging more classwork (dual enrollment) 3. The % of high school grads completing at least 4 years of English, three years of science, math, and social science, and two years of language has sextupled since the early 1980s. 4. Employers are reluctant to hire. Jobs in retail, grocery stores, and restaurants go to low-skill immigrants and older Americans. They are willing to work odd hours and minimum wage. 5. The number of federally funded summer jobs, where students temporarily work with their local government, has declined. 6. Companies have caught on to the fact that if they want to hire teenagers, they don't have to pay them anything! (There has been a rise in unpaid internships over the last decade.

Role diffusion (identity confusion)

The person is apathetic (they do not care) about identity formation. (NOT SEARCHING OR EXPLORING AND JUST LIVING DAY TO DAY) Example: Lianne decides to drop out of school and stay at home with her parents. She does not look for a job either. She does not explore or commit. Erikson says this is a stage where it will make you least likely to reach identity achievement which is where you want to be when you finish this stage of development.

Moratorium

The person is exploring options before deciding on an identity. The person is questioning and in a crisis but has not committed yet. (ACTIVE EXPLORATION OF IDENTITY) Example: Anna has not committed to any formal relationship and is just dating to see her options to see which person she would want to make those long term commitments with. Jason has not committed to a major but is exploring all his options to see which classes interest him the most before deciding on the major he wants to pursue.

Marcias theory of identity achievement

Things to keep in mind: - Status is determined by the process, not the outcome. - You can have a different status for different components of identity. Example: You can be in identity achievement in your religious beliefs and moratorium in your career path - People move in and out of different statuses Example: Someone can make a career choice and be happy with that career aka identity achievement but decide to change their career to explore their options aka moratorium) - Status is affected by a variable at all levels of Bronfenbrenner's Model

True or False Erikson believed that until you know yourself, you can never really form healthy intimate relationships.

True