Complete the Communication Strategy Worksheet and upload it before writing the document

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Assignment is due Mar 18th by 2:00 PM Eastern Time, (~17 hours from now)

Review the attached documents for info on writing a negative message.  Complete the Communication Strategy Worksheet and upload it before writing the document.  Info on how to complete the worksheet is also attached.

Task: Complete the Communication Strategy Worksheet.  Write a 450-word document responding to your assigned case.

Case: Negative, Case 1 – Music 101



In this case, you are Peter Salona or Paula Salona, the distributor of practice drum kit sold primarily through stores that sell musical instruments. The kit consists of small composite drum pads that serve of substitute drumheads and a pair of drumsticks. The drum pads are about six-inches in diameter and 3/8-of-an-inch thick. Drummers use this kit to practice drumming when it is inconvenient or impossible to set up a real drum set.
The drum practice kits sell well when store personnel understand their usefulness, benefits and features. Your distributorship regularly conducts product demonstration and training sessions for sales personnel. Three times in the last six months, you have set up training workshops specifically for personnel in Music 101 stores. Fewer than 10% of store sales personnel showed up for your workshop, and no one attended the last workshop. You are annoyed that Music 101 has dropped the ball, wasted the money you invested in workshops and cost you significant potential sales.

Music 101 has a large chain of stores and yet your product is selling less than 25% of what you estimate it should be selling. This is costing you real money, particularly when you factor in the cost of the failed training session. You think the problem is the lack of commitment to the training from Laura Fletcher, the sole owner of the Music 101 chain.


You have decided to write a letter to Ms. Fletcher to express your disappointment with the poor sales of your product in her stores and her lack of commitment to the product. In you previous interactions with her, you found her reactions to you similar to what you have frequently encountered with successful entrepreneurs. She is confident in her own decisions and does not pay much attention to the suggestions of others who lack her experience and success.

 

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There are 3 parts of a bully situation.

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The bully, the bystander and the victim. There are 3 parts of a bully situation. Look at the latest research surrounding all the parts, what is the motivation behind the bully, bystander and victim and what can be done to help all 3. After doing research you can include your own personal experiences with any of these positions.

 

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How Colds are Spread

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The Cold SeasonIn the United States, most colds occur during the fall and winter. Beginning in late August or early September, the incidence of colds increases slowly for a few weeks and remains high until March or April, when it declines. The seasonal variation may relate to the opening of schools and to cold weather, which prompt people to spend more time indoors and increase the chances that viruses will spread from person to person.Seasonal changes in relative humidity also may affect the prevalence of colds. The most common cold-causing viruses survive better when humidity is low—the colder months of the year. Cold weather also may make the nasal passages’ lining drier and more vulnerable to viral infection.
How Colds are Spread
Depending on the virus type, any or all of the following routes of transmission may be common:Touching infectious respiratory secretions on skin and on environmental surfaces and then touching the eyes or nose.Inhaling relatively large particles of respiratory secretions transported briefly in the air. 

Inhaling droplet nuclei, which are smaller infectious particles suspended in the air for long periods of time 

Handwashing is the simplest and most effective way to keep from getting rhinovirus colds. Not touching the nose or eyes is another. Individuals with colds should always sneeze or cough into a facial tissue, and promptly throw it away. If possible, one should avoid close, prolonged exposure to persons who have colds. Because rhinoviruses can survive up to three hours outside the nasal passages on inanimate objects and skin, cleaning environmental surfaces with a virus-killing disinfectant might help prevent spread of infection.A cold vaccine? The development of a vaccine that could prevent the common cold has reached an impasse because of the discovery of many different cold viruses. Each virus carries its own specific antigens, substances that induce the formation of specific protective proteins (antibodies) produced by the body. Until ways are found to combine many viral antigens in one vaccine, or take advantage of the antigenic cross-relationships that exist, prospects for a vaccine are dim. Evidence that changes occur in common-cold virus antigens further complicate development of a vaccine. Such changes occur in some influenza virus antigens and make it necessary to alter the influenza vaccine each year Pollen AllergyEach spring, summer, and fall, tiny particles are released from trees, weeds, and grasses. These particles, known as pollen, hitch rides on currents of air. Although their mission is to fertilize parts of other plants, many never reach their targets. Instead, they enter human noses and throats, triggering a type of seasonal allergic rhinitis called pollen allergy, which many people know as hay fever or rose fever (depending on the season in which the symptoms occur). Of all the things that can cause an allergy, pollen is one of the most widespread. Many of the foods, drugs, or animals that cause allergies can be avoided to a great extent; even insects and household dust are escapeble. Short of staying indoors when the pollen count is high–and even that may not help–there is no easy way to evade windborne pollen.
People with pollen allergies often develop sensitivities to other troublemakers that are present all year, such as dust mites. For these allergy sufferers, the “sneezin’ season” has no limit. Year-round airborne allergens cause perennial allergic rhinitis, as distinguished from seasonal allergic rhinitis.What is pollen?Plants produce microscopic round or oval pollen grains to reproduce. In some species, the plant uses the pollen from its own flowers to fertilize itself. Other types must be cross-pollinated; that is, in order for fertilization to take place and seeds to form, pollen must be transferred from the flower of one plant to that of another plant of the same species. Insects do this job for certain flowering plants, while other plants rely on wind transport.
The types of pollen that most commonly cause allergic reactions are produced by the plain-looking plants (trees, grasses, and weeds) that do not have showy flowers. These plants manufacture small, light, dry pollen granules that are custom-made for wind transport. Samples of ragweed pollen have been collected 400 miles out at sea and 2 miles high in the air. Because airborne pollen is carried for long distances, it does little good to rid an area of an offending plant–the pollen can drift in from many miles away. In addition, most allergenic pollen comes from plants that produce it in huge quantities. A single ragweed plant can generate a million grains of pollen a day.The chemical makeup of pollen is the basic factor that determines whether it is likely to cause hay fever. For example, pine tree pollen is produced in large amounts by a common tree, which would make it a good candidate for causing allergy. The chemical composition of pine pollen, however, appears to make it less allergenic than other types. Because pine pollen is heavy, it tends to fall straight down and does not scatter. Therefore, it rarely reaches human noses.
Among North American plants, weeds are the most prolific producers of allergenic pollen. Ragweed is the major culprit, but others of importance are sagebrush, redroot pigweed, lamb’s quarters, Russian thistle (tumbleweed), and English plantain.Grasses and trees, too, are important sources of allergenic pollens. Although more than 1,000 species of grass grow in North America, only a few produce highly allergenic pollen. These include timothy grass, Kentucky bluegrass, Johnson grass, Bermuda grass, redtop grass, orchard grass, and sweet vernal grass. Trees that produce allergenic pollen include oak, ash, elm, hickory, pecan, box elder, and mountain cedar.It is common to hear people say that they are allergic to colorful or scented flowers like roses. In fact, only florists, gardeners, and others who have prolonged, close contact with flowers are likely to become sensitized to pollen from these plants. Most people have little contact with the large, heavy, waxy pollen grains of many flowering plants because this type of pollen is not carried by wind but by insects such as butterflies and bees.
Symptoms of Allergies to Airborne SubstancesThe signs and symptoms are familiar to many:    Sneezing often accompanied by a runny or clogged nose    Coughing and postnasal drip    Itching eyes, nose, and throat    Allergic shiners (dark circles under the eyes caused by increased blood flow near the sinuses)    The “allergic salute” (in a child, persistent upward rubbing of the nose that causes a crease  
       mark on the nose)    Watering eyes    Conjunctivitis (an inflammation of the membrane that lines the eyelids, causing red-rimmed, 
      swollen eyes, and crusting of the eyelids).
In people who are not allergic, the mucus in the nasal passages simply moves foreign particles to the throat, where they are swallowed or coughed out. But something different happens to a person who is sensitive to airborne allergens.As soon as the allergen lands on the mucous membranes lining the inside of the nose, a chain reaction occurs that leads the mast cells in these tissues to release histamine and other chemicals. These powerful chemicals contract certain cells that line some small blood vessels in the nose. This allows fluids to escape, which causes the nasal passages to swell, resulting in nasal congestion.Histamine also can cause sneezing, itching, irritation, and excess mucus production, which can result in allergic rhinitis (runny nose). Other chemicals made and released by mast cells, including cytokines and leukotrienes, also contribute to allergic symptoms. When you get your picture taken, everyone says, “Say cheese! Smile!” So you do – you open your mouth and show your teeth. When you see the picture, you see a happy person looking back at you. The healthier those teeth are, the happier you look. Why is that?It’s because your teeth are important in many ways. If you take care of them, they’ll help take care of you. Strong, healthy teeth help you chew the right foods to help you grow. They help you speak clearly. And yes, they help you look your best. 

Why Healthy Teeth Are ImportantHow does taking care of your teeth help with all those things? Taking care of your teeth helps prevent plaque which is a clear film that sticks to your teeth. The film itself may not sound so bad, but it’s very sticky, and it acts like a magnet for bacteria and sugar.Just like ants at a picnic, the bacteria go crazy breaking the sugar down into acids. These acids eat away at the tooth enamel, and this can cause cavities. Plaque also causes gingivitis , which is gum disease (this can make your gums red and sore). Your gums are those soft pink tissues in your mouth that hold your teeth in place. Before long, the cavities and gums can become very sore, eating may be more difficult, and you might not feel like smiling so much.
Before Toothpaste Was Invented
We’re lucky that we know so much now about taking care of our teeth. Long ago, people’s teeth would hurt and rot. To get rid of a toothache, they had their teeth pulled out.Finally people learned that cleaning their teeth was important, but they didn’t have toothpaste right away. While you’re swishing the minty paste around your mouth, think about what people used long ago to clean teeth:ground-up chalk or charcoallemon juiceashes (you know, the stuff that’s left over after a fire)tobacco and honey mixed togetherYuck!Today there are many toothpaste choices. Look for one with fluoride, which makes your teeth strong and fights cavities. You don’t need a lot of toothpaste, though; just squeeze out a bit the size of a pea. It’s not a good idea to swallow the toothpaste, either, so be sure to rinse and spit.It was only about 100 years ago that someone finally created a minty cream to clean teeth. Not long after that, the toothpaste tube was invented, so people could squeeze the paste right onto the toothbrush! It was during World War II that brushing became popular. The U.S. Army gave brushes and toothpaste to the soldiers, and they learned to brush twice a day.
How You Can Keep Your Teeth Healthy
Brush at least twice a day, after breakfast and before bed. If you can, brush after lunch or after sweet snacks. Brushing properly breaks down plaque. Be sure to brush not just the front of your teeth, but the sides and back of them, too. Brush away from your gums. This helps to keep your gums healthy, too.And take your time. Spend at least 3 minutes each time you brush. If you have trouble keeping track of the time, use an egg timer or play a recording of a song you like to help pass the time.Be sure that your toothbrush has soft bristles (the package the brush comes in will tell you if they’re soft) and that you get a new toothbrush every 3 months. 

Floss your teeth, too. It feels weird the first few times you do it, but pretty soon you’ll be a pro. Slip the dental floss in between each tooth and up along the gum line. The floss gets rid of the food that’s hidden where your toothbrush can’t get it. It’s also important to visit the dentist twice a year. Besides checking for signs of cavities or gum disease, the dentist will help keep your teeth extra clean, and he or she can help you learn the best way to brush and floss. It’s not just brushing and flossing that keep your teeth healthy – you need to be careful about what you eat and drink. Remember, the plaque on your teeth is just waiting for that sugar to arrive. Eat lots of fruits and vegetables and drink milk instead of soda. And don’t forget to smile! ConstipationIf you think that you’re having a problem with constipation, tell your parents. They can help you try some very simple ways of getting your bowels back on a regular schedule. Most of the time this means changing the kinds of foods you eat. You may need to eat fewer fatty and greasy foods (like hamburgers and fries) and fewer sugary foods (like candy bars and ice cream). You may need more foods rich in fiber (like fruits, vegetables, and whole grains). Drinking more water each day also helps.Exercise is one of the best ways to keep your digestive system moving, so you may want to switch some TV time for a bike ride or a game of soccer. You might also try getting up a little earlier in the morning to give yourself a few extra minutes to use the bathroom before going to school. And when you’re in school, if you feel the urge to use the bathroom, don’t wait. Waiting for a better time to go only makes constipation worse. And no matter what the TV commercials say, don’t use laxatives unless your parents and your doctor say that it’s OK. Laxatives can actually cause constipation if they’re not used properly.

Diarrhea

Diarrhea means you have to move your bowels frequently, and your bowel movements are loose, mushy, and watery. Sometimes this happens if you change the kinds of foods you eat or if you are taking some types of medicine. Sometimes diarrhea happens when you don’t wash your hands thoroughly after going to the bathroom and before you eat. (Washing your hands is an important part of preventing diarrhea.) 

Other times diarrhea is caused by an infection in the intestines or some other part of the body. Sometimes diarrhea is the only symptom of an infection, but some infections can also cause you to have other symptoms, like fever, nausea, vomiting, and feeling “sick.” If this happens, your parents can ask your doctor about medicine or an office visit. Together with your doctor, they can work out a plan to give you foods that are easy to digest while you’re getting better.There may be times when being worried or upset gives you either diarrhea or constipation. Or, you may find that your digestive system seems to be switching back and forth from one problem to the other (constipation-diarrhea-constipation-diarrhea). If this happens, tell your parents. You may have a sensitive bowel that goes into spasms easily. Doctors call this problem irritable bowel syndrome, or IBS
 

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What about medications?

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Choose one chapter from this health class and make an educational pamphlet or PowerPoint presentation about this topic. Include the latest research and latest medical information, prevention, support groups, medications, alternative treatments, and all information to send a positive educational message to a specific groups. Email your pamphlet to a group of friends, family, or community and prepare a list of questions for them to answer. You would like your pamphlet to be persuasive and informative so you will want your questions to evaluate how persuasive it was. 

Submit here:

  • your presentation or pamphlet
  • the list of questions (at least 5) you want your subjects to answer
  • the responses of at least 2 of your subjects to the questions. You may remove their names to protect their privacy. Just give their age and gender.
  • a paragraph evaluating the persuasiveness of your presentation/pamphlet based off of the answers to your questions

Here is the chapter to do.

Disorders of the ear, nose and throat – such as hay fever, the common cold, hoarseness, and hearing loss – are troublesome afflictions that affect nearly everyone at one time or another. While not life threatening, such problems can cause considerable distress and discomfort. Fortunately, there is much that you can do yourself to prevent or alleviate them.

Picture this:

You are sitting in class. Your nose is running, throat sore and scratchy, muscles achy…when your professor calls on you to answer a question, all you can say is “Achoo!!!”If several of these symptoms describe you, chances are you probably have a common cold. The GOOD news is that the common cold is “self-limiting.” It will last from four to ten days then clear up. The BAD news is that colds are caused by viruses. Around 200 viruses, all similar in their effects, are known to cause colds. There is no medication that will cure the cold virus. In most cases, you just have to be patient and let the virus run its course. Fortunately there are things you can do to relieve some of the symptoms.
Before you begin self care for your cold, remember these important things: 
Pay attention to your specific symptoms. You may have a bacterial infection and should see a health care provider if your cold lasts longer than ten days or you develop any of the following:fever of 100 or higher lasting over 24 hourssore throat lasting longer than three dayspain in ears or sinuseswhite spots on or near tonsilsdeep cough, producing mucus that is anything other than clear
Antibiotics are used to fight bacterial infection and should be used only as prescribed. NEVER take left over antibiotics or those which were prescribed for someone else.Antibiotics have no effect against the virus that causes colds.Colds are spread through secretion droplets, therefore it’s best to use tissues, not your hands for covering a sneeze. Wash your hands frequently and keep your hands away from your nose!
What about medications? 
There are many types of over-the-counter (OTC) medications available. Although there are none which will cure your cold, many can help relieve the symptoms and make your life more tolerable while the cold runs its course.Many cold tablets, capsules, and liquids contain ingredients which relieve more than one symptom. The key to choosing the “right” medication is to listen to your own body, identify your specific symptoms, and read the label. Pay attention to the listed contraindications and side effects on the label. Don’t take any drugs if you are pregnant or think you might be pregnant without consulting your health care provider.Another important point to remember: DO NOT exceed the recommended dosage of the drug. If you find the dose you have taken is not working, increasing it will not help! 

Cold Medicine
Analgesics : Such as ibuprofen or naproxen sodium is used for relief of muscle aches, headache and slight fever. Acetaminophen (i.e. Tylenol) will give the same relief and is recommended for those who have an allergic reaction to aspirin. Always take tablets with a full glass of water or milk and always eat something before taking these medications.Decongestants : are used for treatment of a stuffy nose which usually accompanies a cold. These can be taken orally or as nasal sprays. They are supposed to shrink swollen membranes in the nose, however the spray sometimes causes irritation. Some of the generic names commonly used for decongestants include phenylephrine and pseudoephedrine.Antihistamines : are for temporary relief of runny nose, itchy, watery eyes and sneezing. Some antihistamines may cause drowsiness or dizziness. Occasionally the nose and throat can get “too dry” causing irritation. Antihistamines may be labeled with the generic name clemastine fumarate.
Expectorants : are used for a productive cough, or one that brings up phlegm or mucus. The expectorant works by loosening the fluid in your lungs. Guaifenesin is a generic name for an expectorant found on cough medicine labels. You must drink increased fluids (water) for the expectorant to be effective.Suppressants (antitussive) are useful at night if a cough is keeping you awake or during the day to prevent spreading the infection to others. At other times it is often best to cough in order to clear infection and mucous from respriatory passageways. Dextromethorpan is a generic name for a suppressant found on cough medicine labels. Some OTC cough medicines use a combination of expectorant and suppressant. (In this case, as with all medicines, it is best to decide what to use on the basis of your particular symptoms.) If you have any questions regarding any cold medication, your health care provider or pharmacist is available to help you.
Avoid multiple medication (3 or more active ingredients) cold preparations such as: Nyquil, Actifed Sinus Daytime/Nighttime Caplets, Alka-seltzer Plus Nighttime Cold Medicine, Comtrex Multi-Symptom Day/Night Caplet-Tablet.Do not mix various cold medications.Stay with recommended dosage.Avoid alcohol while taking cold medications.
Checklist for Self-Care:GargleDrink extra fluidsRestThroat lozengesAnalgesicsDecongestant/AntihistamineCough medicineChicken soup
 

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Listed below are the four different rules situations along with specific instructions and additional information that is necessary to solve the problem.

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You are part of a team of 5 rule officials that will be called upon at different times during a tournament.  You must be able to make your decisions quickly and correctly. You must research the rules for gold via the links on the Resources page and solve 4 specific problems, as well as answer some general questions for your assignment. 

THE PROCESS

   Listed below are the four different rules situations along with specific instructions and additional information that is necessary to solve the problem. 

  • Ruling #1 
                    Player A and Player B are on the 14th hole tee box.  Player A hits first.  His shot is long and rests in the middle of the fairway.  Player B hits next.  His shot is also long, but is moving further left than its intended flight path.  The ball strikes the concrete cart path and bounces into the very high grass on a knoll.  Player A begins the walk toward the balls while Player B stops to get a drink of water.
                    You are watching the entire process.  Player A and his caddy walk by their ball in the fairway and begin looking for Player B’s ball in the tall grass.  At that moment, another rules official begins timing the search for the lost ball.  Two minutes later, Player B and his caddy arrive and begin searching.  You immediately begin timing the search.  After four minutes of searching (according to your timer), Player A finds Player B’s ball.  The other rules official emerges and announces that the five minute time limit to search for a lost ball has ended and Player A must take a penalty and re-hit.  What is your ruling?  
  • Ruling #2 
                     Player A and Player B have hit their tee shots from the 7th hole tee box.  Both balls have landed very close to one another in the fairway.  Player B will hit first.  Player A’s ball rests approximately 6 inches in front of Player B’s ball.  Player B asks Player A to lift and mark his ball because he may accidentally hit Player A’s ball during his swing.  Player A marks his ball and tosses the ball to his caddy.  While Player B is making his shot, Player B’s caddy notices that Player A’s caddy is cleaning the ball with a towel.  Player A’s caddy informs him of the events and Player A notifies Player B.  Player A and Player B do not know if this is legal.  You have been called to rectify the situation.  What is your ruling?
  • Ruling #3 
                      Player A and Player B are on the putting green.  Player B putts for his 3rd shot and his putt hangs on the lip of the cup but does not fall inside the cup.  Player B falls to his knees not believing what just happened.  Player A has yet to putt.  Player B then walks off the green, looking away from the green still perplexed as to why his putt did not fall.  After at least 15-30 seconds, Player B walks to his ball and as he does the ball drops into the cup.  Player A feels that Player B took too much time in getting to his ball.  Player B disagrees.  You have been called to rectify the disagreement.  What is your ruling? 
  • Ruling #4 
                    Player A and Player B have hit their tee shots from the 18th tee box into a creek.  The creek is in front of the green and marked with yellow stakes.  Since the creek is marked as a lateral water hazard, the players have the options of playing the ball from the creek without penalty.  It is mid-summer, and the creek has just a small stream of water running.  Both balls lie very close but are playable.  
                    Player A will hit first.  He hits a clean shot from the creek and his ball sails toward the green.  The ball hits just before the hole and rolls in the cup.  Player B is ready to hit and realizes that the ball he is to hit is Player A’s ball.  After discussion, Player A and Player B come to the conclusion that Player A played Player B’s ball from the creek.  You have been called to rectify the situation.  What is your ruling?  RESOURCES
    Golf Rules in Brief 
    The Leith Society::Rules of Golf
    PGA.Com Rules of Golf
    US Golf Association::Rules of Golf You should now have a better understanding of the rules of golf. Watch a game, or even participate in one and see if you can put your knowledge to good use!
 

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Explain the dance leaders or founders of that particular dance or popular singers who dance to that particular type of dance.

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Research your favorite type of dance (ie ballet, hip hop, jazz, steppin, modern, flamenco, latin, salsa, ballroom etc.) Identify, analyze and evaluate this type of dance and describe the mechanical principles, strategies and tactics regarding movement, terminology, etiquette, safety issues, types of music and leaders in this type of dance. *Mechanics of dance-(run, hop, step, jump, tap your foot etc.) +1*Explain the dance terms such as plie, shuffles, tendu etc. +1*Strategies/Tactics-(ways to get the audience involved and help to feel your performance)+1–Example props, costumes, scenery, facial expressions, body movements–*Explain proper dance etiquette in class and during the performance +.5*Explain Safety +.5*Explain the dance leaders or founders of that particular dance or popular singers who dance to that particular type of dance. +1

 

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Personal Fitness Team

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Personal Fitness Team 

The job of the Personal Fitness Team is to design a fitness program to help the person you choose begin an effective fitness life style.  You will need to develop a workout plan, a diet, and find a lifelong recreation activity that will fit your client and their personal goals and interests. 

Your task for this project is to develop a fitness program for one of the 3 clients below. 

You will be filling all 3 roles in a Personal Fitness Team. These roles are explained on the process page.  You will become an expert in their area.  The focus of the team is to design a program to get their client in shape and “pitch” their program to the client.  You will then have to create a PowerPoint presentation for the client about the fitness program you have put together, why it is beneficial to the client, and how all of the parts fit together. 

Jimmy – Jimmy is a young man who is tired of being so scrawny.  Jimmy weighed 135 pounds when he graduated high school.  He is interested in having the physique that he sees in his favorite magazine, Muscle and Fitness.  Jimmy wants to put on 20 pounds of muscle in order to look better and gain muscle strength and size.  Jimmy’s favorite activities include sleeping, fishing, video games and competitive sports.  Jimmy works for the animal control office as a part time employee and he is also going to junior college.  Jimmy is interested in finding a workout plan that will allow him to reach his goals and maintain a healthy lifestyle for years to come.

Angela – Angela is a junior in high school.  She is a nice looking young lady who is in good physical shape.  Angela knows that as she moves on in her life it will be harder to maintain her “in shape” look.  She is interested in starting a program right now that will help her to maintain the way she looks and feels during the rest of her life.  Angela would like to maintain lean muscle mass, increase her muscle strength and maintain or increase her cardio-vascular endurance.  Angela’s interests include the snow, the beach, and the occasional jog around the track.  Angela is not a very independent person, she enjoys activities with others and is more likely to be active when other people are involved.

Randy – Randy has the same problem that many people face in our society, he is about 25 pounds overweight.  Randy would like to trim down his figure to become more of “the man he wants to be”.  Randy is 22 years old and he feels that now is the time in his life to change his lifestyle.  He would like to focus more on activity and begin to build a new body.  Randy works about 10 hours a day and feels awfully tired when he gets home.  He needs some advice on how to start his workout plan and become consistent at it.  In Randy’s spare time he likes to hang out with his friends, throw the frisbee around, eat, watch football, and relax in his recliner.

 

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How Do These Changes Affect Teens?

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How Do These Changes Affect Teens?

Teens begin to spend more time with their friends than their families. It is within friendship groups that teens can develop and practice social skills. Teens are quick to point out to each other which behaviors are acceptable and which are not. It is important to remember that even though teens are spending increased amounts of time with their friends, they still tend to conform to parental ideals when it comes to decisions about values, education, and long-term plans.
Teens may have more questions about sexuality. They may ask about adults’ values and beliefs. They may ask how you knew it was time to have sex or why you waited.
Teens may begin to keep a journal. Part of achieving identity is thinking about one’s thoughts and feelings (reflective thought). Teens often begin journaling as a way of working through how they feel.
When they are in their rooms, teens may begin to lock their bedroom doors. Locking doors is a way to establish privacy
Teens may become involved in multiple hobbies or clubs. In an attempt to find out what they are good at, teens may try many activities. Teens’ interests also change quickly. (Today you are into yoga, and tomorrow you are into soccer).
Teens may become elusive about where they are going or with whom. When asked what they’ll be doing for the evening, teens typically reply with “nothing” or “hanging out.” When asked whom they’ll be with, teens reply, “just some friends.”
Teens may become more argumentative. Teens may question adults’ values and judgments. When teens don’t get their way, they may say, “you just don’t understand.”
Teens may not want to be seen with parents in public. They may make parents drop them off a block from their friends’ houses or from school.
Teens may begin to interact with parents as people. Even though they may not want to be seen with parents in public, teens may begin to view parents more as people. They may ask more questions about how a parent was when he or she was a teen. They may attempt to interact with adults more as equals.

1)  When do males “typically” begin and end puberty?

2) When do girls “typically” go through puberty?

3) What are 2 physical changes that both boys and girls go through (you can list 2 each if they aren’t the same changes)

4) Can you relate to any of the changes discussed in either of these two articles?

5) What do you think is the hardest part about the physical changes you endure during puberty?

6) What is autonomy (in your own words)?

7) How do you feel your psycho-social development has affected your relationship with your parent(s)?

8) Physical Development – Please summarize all your findings in two or more paragraphs

9) Cognitive Development – Please summarize your findings in two or more paragraphs

 

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Cognitive Development

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Cognitive Development:
What Is It?
You may recognize that you have better thinking skills than when you were younger. These advances in thinking can be divided into several areas:

Developing advanced reasoning skills. Advanced reasoning skills include the ability to think about multiple options and possibilities. It includes a more logical thought process and the ability to think about things hypothetically. It involves asking and answering the question, “what if…?”.

Developing abstract thinking skills. Abstract thinking means thinking about things that cannot be seen, heard, or touched. Examples include things like faith, trust, beliefs and spirituality.

Developing the ability to think about thinking in a process known as “meta-cognition.” Meta-cognition allows individuals to think about how they feel and what they are thinking. It involves being able to think about how one is perceived by others. It can also be used to develop strategies, also known as mnemonic devices, for improving learning. Remembering the notes on the lines of a music staff (e, g, b, d, and f) through the phrase “every good boy does fine” is an example of such a mnemonic device.

How Do These Changes Affect Teens?

Teens demonstrate a heightened level of self-consciousness. Teens tend to believe that everyone is as concerned with their thoughts and behaviors as they are. This leads teens to believe that they have an “imaginary audience” of people who are always watching them.

Teens tend to believe that no one else has ever experienced similar feelings and emotions. They may become overly dramatic in describing things that are upsetting to them. They may say things like “You’ll never understand,” or “My life is ruined!”

Teens tend to exhibit the “it can’t happen to me” syndrome also known as a “personal fable.” This belief causes teens to take unnecessary risks like drinking and driving (“I won’t crash this car”), having unprotected sex (I can’t possibly get pregnant), or smoking (I can’t possibly get cancer”).

Teens tend to become very cause-oriented. Their activism is related to the ability to think about abstract concepts. After reading about cruelty to animals a teen may become a vegetarian and a member of “People for the Ethical Treatment of Animals” (P.E.T.A.). Another teen may become active in “Green Peace” or “Save the Whales” campaigns.

Psycho-Social Development
What Is It?
There are five recognized psychosocial issues that teens deal with during their adolescent years. These include:

Teens tend to exhibit a “justice” orientation. They are quick to point out inconsistencies between adults’ words and their actions. They have difficulty seeing shades of gray. They see little room for error.
Establishing an identity. This has been called one of the most important tasks of adolescents. The question of “who am I” is not one that teens think about at a conscious level. Instead, over the course of the adolescent years, teens begin to integrate the opinions of influential others (e.g. parents, other caring adults, friends, etc.) into their own likes and dislikes. The eventual outcome is people who have a clear sense of their values and beliefs, occupational goals, and relationship expectations. People with secure identities know where they fit (or where they don’t want to fit) in their world.

Establishing autonomy. Some people assume that autonomy refers to becoming completely independent from others. They equate it with teen “rebellion.” Rather than severing relationships, however, establishing autonomy during the teen years really means becoming an independent and self-governing person within relationships. Autonomous teens have gained the ability to make and follow through with their own decisions, live by their own set of principles of right and wrong, and have become less emotionally dependent on parents. Autonomy is a necessary achievement if the teen is to become self-sufficient in society.

Establishing intimacy. Many people, including teens, equate intimacy with sex. In fact, intimacy and sex are not the same. Intimacy is usually first learned within the context of same-sex friendships, then utilized in romantic relationships. Intimacy refers to close relationships in which people are open, honest, caring and trusting. Friendships provide the first setting in which young people can practice their social skills with those who are their equals. It is with friends that teens learn how to begin, maintain, and terminate relationships, practice social skills, and become intimate.

Becoming comfortable with one’s sexuality. The teen years mark the first time that young people are both physically mature enough to reproduce and cognitively advanced enough to think about it. Given this, the teen years are the prime time for the development of sexuality. How teens are educated about and exposed to sexuality will largely determine whether or not they develop a healthy sexual identity. More than half of most high school students report being sexually active. Many experts agree that the mixed messages teens receive about sexuality contribute to problems such as teen pregnancy and sexually transmitted diseases.

Achievement. Our society tends to foster and value attitudes of competition and success. Because of cognitive advances, the teen years are a time when young people can begin to see the relationship between their current abilities and plans and their future vocational aspirations. They need to figure out what their achievement preferences are-what they are currently good at and areas in which they are willing to strive for success.

 

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