Adolescents Books

I am studying a Masters Degree and have read this book as part of my research. I am now ordering it because I want my own copy. Though this book is academic in its structure, I found it a thoroughly enjoyable and insightful read. The world of drug taking and adolescents is filled with mythology and fear. For so many parents the ultimate fear is to find out that your child is taking drugs. Reading this book will provide a deeper understanding of this adolescent behavior. It does not discount the risks or discard the validity of parental fear, but rather provides a broad and realistic insight into the young people who take drugs as part of their social world.

This book is among the first to apply complexity theory to developmental psychology, and is definitely a must read for anyone interested in either topic. When read in conjunction with Port and Van Gelder's Mind as Motion, Walter Freeman's How Brains Make Up Their Minds, and Alicia Juarrero's Dynamics in Action, one begins to see aborning the outline of a new framework for a naturalized philosophy of mind.

Mr Moon has extraordinary insight into the soul of the adolescent and in addition is able to put that knowledge into the written form. The text reads like prose and is filled with information that is applicable in many settings.

The lectures in this volume can be confusing for someone approaching them with out any previous exposure to Rudolf Steiners work. Anyone who spends the necessary time and attention to enter into the activity of this individual will sooner or later be overcome with a feeling which could be expressed as follows- This mans work does not only give me some new ideas and connect some thoughts which I had preiously not brought together, the WAY he speaks and writes and the ideas he develops inspire me to live, to enter into the various realms which he speaks of and actively take part in thier forming. The ideas seem not to simply call to me from my brain but from the world around me. In the case of this book it is the activity of teaching which he is addressing. He approaches the mysterious phase of human existence we call adolescence and brings forth ideas which illumine what can otherwise be a very confusing experience for a teacher. These lectures were however not meant to stand alone but were prefaced by a series of lectures entitled "The Study of Man", which were delivered to many of the same teachers. The teachers present were familier with his main written works which appeared earlier such as The Philosophy of freedom and An Outline of esoteric science. These teachers were the pioneers of the now famous waldorf school movement. I recommend this work, given the above thoughts, to anyone seeking a deeper understanding of teaching teenagers.

I am pleased that Glenn Goldberg, who is a highly-respected professional in the field of adolescent psychology, has finally produced this audio CD. In it, Mr. Goldberg reveals his creative approach to helping the parents of adolescents traverse this critical phase of development in their children; and emerge from this challenging stage stronger and wiser. I recommend this audio CD for any parent of teens or soon-to-be teens and for all mental health professionals who work with this population.

I highly reccomend this book to anyone interested in the developmental period of emerging adulthood or those involved in psychology.
My thesis sample involves emerging adults and this book has been a tremendous reference. It is a great overview of all aspects of this period from cognition and identity to the influence of the media.

This book gives much needed information on attachment development, emotion regulation problems and interventions for children with ADHD diagnosis as well as other childhood problems.

This is a great resource for early childhood educators. It provides practical ideas for how to work with children.

I have been a school counselor in a private boarding school for 20 years. Every few years I reread this book to refresh my work with adolescents. Although it was last published in the 70's, it is still relevent to today's youth. Developmental issues of adolescence have not changed since then and Gallagher's advice for working with teens is still cogent. Occasionally, I use this book to present a workshop for my faculty and they have never felt that the information was dated. If there is a weakness in using a book published in the 70's, it's that it doesn't discuss the new issues with social networks, technology, and video games that have arisen in the last decade. Cutting, school violence, etc were not a major concern like it is today. So you will not get any insight into today's hot topics. However, you will get a good foundation in adolescent development and emotional issues.

Slate recently featured a Cornell study showing autism rates to be raised when 3-year olds watched more TV. You can see their article here:
http://www.slate.com/id/2151538/, or go directly to the research publication: http://www.johnson.cornell.edu/faculty/profiles/Waldman/AUTISM-WALDMAN-NICHOLSON-ADILOV.pdf

I've pasted the abstract in down below, and remember, in science there is no "proof", only logical explanations based on what we know, and subject to testing to see if the evidence fits the hypothesis. This bit of research appears to support Healy's thesis, but we're going to see lots more in the next few years.

ABSTRACT

Autism is currently estimated to affect approximately one in every 166 children, yet the cause or causes of the condition are not well understood. One of the current theories concerning the condition is that among a set of children vulnerable to developing the condition because of their underlying genetics, the condition manifests itself when such a child is exposed to a (currently unknown) environmental trigger. In this paper we empirically investigate the hypothesis that early childhood television viewing serves as such a trigger. Using the Bureau of Labor Statistics' American Time Use Survey, we first establish that the amount of television a young child watches is positively related to the amount of precipitation in the child's community. This suggests that, if television is a trigger for autism, then autism should be more prevalent in communities that receive substantial precipitation. We then look at county-level autism data for three states - California, Oregon, and Washington - characterized by high precipitation variability. Employing a variety of tests, we show that in each of the three states (and across all three states when pooled) there is substantial evidence that county autism rates are indeed positively related to county-wide levels of precipitation. In our final set of tests we use California and Pennsylvania data on children born between 1972 and 1989 to show, again consistent with the television as trigger hypothesis, that county autism rates are also positively related to the percentage of households that subscribe to cable television. Our precipitation tests indicate that just under forty percent of autism diagnoses in the three states studied is the result of television watching due to precipitation, while our cable tests indicate that approximately seventeen percent of the growth in autism in California and Pennsylvania during the 1970s and 1980s is due to the growth of cable television. These findings are consistent with early childhood television viewing being an important trigger for autism. We also discuss further tests that can be conducted to explore the hypothesis more directly.