What is happening with young adolescents relating to others?

• Most spend more time in peer groups, both formal and informal, than they did as children.
• Some develop the capacity for leadership in peer groups, formal and informal.
• Belonging to a peer group and being accepted by it are very important to some.
• Some move from exclusively same-sex friendships to friendships with the opposite sex.
• Some are isolated, with little open communication with others.
• Some develop new relationships with adults through both fantasy and open communication.
• Most are regarded and treated inconsistently by adults, as children one moment and as older youth the next.
• Most vacillate between dependence on adults and independence from them.
• Many have adult models and heroes, often mass-media entertainment figures.
• Many adopt racial, ethnic, religious, and class stereotypes and prejudices.

Therefore, an effective program with young adolescents must

• Spend time and energy developing a sense of community.
• Provide opportunities for positive adult youth interaction.
• Include adults who are consistent and fair in relating to young people.
• Break down divisive stereotypes, prejudices, and cliques.
• Provide opportunities for positive, non-threatening peer interaction.

What is happening with young adolescents and the family?

• Young adolescents experience distance from and conflict with their parents more than they did as children.
• Some experience greater sibling conflict than in late childhood.
• Many are living in family patterns other than the nuclear family, especially in single-parent homes.
• Peer relationships and school activities begin to take more time and interest away from the family.

Therefore, an effective program with young adolescents must

• Provide opportunities for positive family interaction.
• Include parents in the program.
• Recognize that not all young adolescents are living in two-parent homes.
• Help young people and adults gain skills in positive conflict resolution.

What is happening with young adolescents and physical changes?

• Most experience a spurt of rapid growth in height.
• Most experience growth of hands, feet, shoulders, hips. Many others are physically awkward.
• Some young adolescents experience rapid growth in strength, coordination, and athletic ability.
• Most experience a change in physical appearance; attractiveness is a matter of great concern.
• Most experiment with different roles, varying widely in character, values, mood, and behavior.
• Most experience the onset of puberty.
• Most experience genital maturation, with first menstruation or first ejaculation.
• Most older young adolescents have full capacity for reproduction. Most develop secondary sexual characteristics (breasts, hair, voice change, etc.
• Most develop sexual interests, fantasies; most try some type of experimentation.

Therefore, an effective program with young adolescents must

• Help young adolescents understand that the changes they are experiencing are a normal part of growing.
• Focus on physical similarities rather than differences.
• Enable young people to recognize their sexuality in a healthy, open environment.
• Avoid activities that demand great coordination or agility.
• Recognize that role experimentation, value changes, and mood swings are part of growth.
• Accept individuals for who they are and who they are becoming.

What Is happening with young adolescents in faith development?

• Most are beginning to question the literal faith of childhood while at the same time accepting a conventional faith.
• Some older young adolescents are moving into development of a personal faith based on reflective thinking.
• The religious knowledge of most is minimal and poorly organized.

Therefore, an effective program with young adolescents must

• Provide opportunities for them to question their understanding of faith.
• Challenge them to begin to articulate what they believe.
• Enable them to gain more biblical knowledge and organize it effectively.

What is happening with young adolescents in intellectual development and learning?

• A few are moving from almost wholly concrete ways of thinking into more general, abstract, and symbolic forms.
• The reading level of young adolescents varies greatly (some are reading only at fourth- or fifth-grade level).
• Many learn more readily through electronic media than through print.
• Most have short attention spans.

Therefore, an effective program with young adolescents must

• Recognize that not all of them are capable of or comfortable reading aloud.
• Depend heavily on visual aids and include virtually no lectures.
• Make allowances for frequent loss of attention.
• Include more concrete terms and images than abstract ones.

What is happening with young adolescents and self-concept/self-esteem?

• Most experience considerable anxiety with regard to personal identity and adequacy.
• For most, self-esteem is an issue of great importance and extreme fluctuation.
• The search for sexual identity can cause conflict and confusion in the sexual identification with one or both parents.
• For young people of color, race and ethnicity are greatly involved in the search for identity.

Therefore, an effective program with young adolescents must

• Provide a safe place where young adolescents are helped to cope with anxieties about sexual identity, personal inadequacy, and racial/ethnic identity.
• Affirm each individual as a child of God.
• Enable young people to develop a healthy self-concept.

What is happening with young adolescents' characteristic behaviors?

• Many may be exuberant, spirited, reckless, and energetic, especially in groups.
• Most have a short attention span and respond to frequent changes of pace.
• Most are willing to experiment with new approaches.
• Many appear spontaneous, unpredictable, flighty.
• Many take a deep interest in popular music.
• Many spend long hours watching television.
• Many begin using alcohol and tobacco and other forms of addictive drugs.

Therefore, an effective program with young adolescents must

• Include frequent and often extreme changes in pace.
• Set and communicate clear and firm behavioral limits and expectations.
• Include patient and flexible leaders.
• Educate them about drug and alcohol abuse and provide training in refusal skills.
• Model and teach critical viewing and listening skills, helping youth to view television and listen to music discriminatingly.