Podcasts about adolescent research

Können Männer und Frauen einfach nur befreundet sein? Die Forschung zeigt: Zweifel sind berechtigt, denn oft fühlt sich einer zur anderen hingezogen. Verzichten wäre trotzdem unklug – Leon und Atze erklären, wieso. Fühlt euch gut betreut Leon & Atze Instagram: https://www.instagram.com/leonwindscheid/ https://www.instagram.com/atzeschroeder_offiziell/ Der Instagram Account für Betreutes Fühlen: https://www.instagram.com/betreutesfuehlen/ Mehr zu unseren Werbepartnern findet ihr hier: https://linktr.ee/betreutesfuehlen Quellen: Hier die Studie, die untersucht hat, was Männern vs. Frauen in Freundschaften wichtig ist: Williams, K. E., Krems, J. A., Ayers, J. D., & Rankin, A. M. (2022). Sex differences in friendship preferences. Evolution and Human Behavior, 43(1), 44-52. Die Studie zu emotionaler Nähe in Männer- und Frauenfreundschaften: Radmacher, K., & Azmitia, M. (2006). Are there gendered pathways to intimacy in early adolescents' and emerging adults' friendships?. Journal of Adolescent Research, 21(4), 415-448. Die Studie zu Anziehung in Freundschaften zwischen den Geschlechtern: Bleske-Rechek, A., Somers, E., Micke, C., Erickson, L., Matteson, L., Stocco, C., ... & Ritchie, L. (2012). Benefit or burden? Attraction in cross-sex friendship. Journal of Social and Personal Relationships, 29(5), 569-596. Die Längsschnittstudie, die Verläufe von Freundschaft Plus untersucht hat: ​​Machia, L. V., Proulx, M. L., Ioerger, M., & Lehmiller, J. J. (2020). A longitudinal study of friends with benefits relationships. Personal Relationships, 27(1), 47-60. Und hier die Studie zur “selbsterfüllenden Prophezeiung der Liebe”: Lemay Jr, E. P., & Wolf, N. R. (2016). Projection of romantic and sexual desire in opposite-sex friendships: How wishful thinking creates a self-fulfilling prophecy. Personality and Social Psychology Bulletin, 42(7), 864-878. Redaktion: Mia Mertens Produktion: Murmel Productions

Moin Syed is a professor of psychology at the University of Minnesota, where he studies identity and personality development. Our conversation focuses on his work in meta-science, especially the role of journals and editors in the scientific process.BJKS Podcast is a podcast about neuroscience, psychology, and anything vaguely related, hosted by Benjamin James Kuper-Smith.Support the show: https://geni.us/bjks-patreonTimestamps0:00:00: The silliness of prestige journals (especially PNAS)0:18:45: Deep description are necessary for science and theory0:29:43: Where should I submit my paper?0:35:51: Why would one want to be an editor at a journal?0:55:27: Cover letters1:03:44: Should I sign my peer reviews?1:13:03: A book/paper Moin thinks more people should read1:19:23: Something Moin wishes he'd learnt earlier1:29:22: Moin's advice to PhD students/postdocsPodcast linksWebsite: https://geni.us/bjks-podTwitter: https://geni.us/bjks-pod-twtMoin's linksWebsite: https://geni.us/syed-webSubstack/blog: https://geni.us/syed-blogGoogle Scholar: https://geni.us/syed-scholarTwitter: https://geni.us/syed-twtBen's linksWebsite: https://geni.us/bjks-webGoogle Scholar: https://geni.us/bjks-scholarTwitter: https://geni.us/bjks-twtReferences/linksFor Moin's blog posts on prestige journals, being an editor, etc. see link above for his Substack/blogGelman on Himmicanes: https://www.washingtonpost.com/news/monkey-cage/wp/2014/06/05/hurricanes-vs-himmicanes/Episodes w/ Chris Chambers (https://geni.us/bjks-chambers) and Mary-Elizabeth Sutherland (https://geni.us/bjks-sutherland)Bem (1987). Writing the empirical journal article. The compleat academic: A practical guide for the beginning social scientist.Cooper (1987). Conceptualizing research on adolescent development in the family: Four root metaphors. Journal of Adolescent Research.Crüwell, ... (2023). What's in a badge? A computational reproducibility investigation... Psychological Science.DeYoung (2015). Cybernetic big five theory. Journal of research in personality.Dougherty & Horne (2022). Citation counts and journal impact factors do not capture ... Royal Society Open Science.Forestier, ... (2022). From ego depletion to self-control fatigue: A review of criticisms along with new perspectives for the investigation and replication of a multicomponent phenomenon. Motivation Science.Hagger, ... (2016). A multilab preregistered replication of the ego-depletion effect. Perspectives on Psychological Science. Jung, ... (2014). Female hurricanes are deadlier than male hurricanes. Proceedings of the National Academy of Sciences.Palminteri (2023, February 26). How to prepare a rebuttal letter: Some advice from a scientist, reviewer and editor. https://doi.org/10.31234/osf.io/kyfus Pepper (1942). World hypotheses: A study in evidence. Univ of California Press. Rozin (2001). Social psychology and science: Some lessons from Solomon Asch. Personality and Social Psychology Review.

"Usually people think of a telos as an endpoint, but what if we think of telos as a dynamic process that sustains a thriving trajectory for the individual and the world around them? The imago Dei, which is deeply and inherently relational and social—we image God by being our unique selves in unity. So there is the particularity of personhood and the relatedness with other persons, God, and all of creation. And so that was what the reciprocating self was. It's 'How do I grow as a fully differentiated person in relationship and increasing intimacy, increasing contribution with the world around me?' To thrive then is to pursue that fullness of self in the context of intimacy and accountability and relationships—not just with those closest to me ... that's essential—but also in contribution to the world beyond the self.How does our faith, how does our devotion, fuel us to want to continue to reciprocate when life is hard? When there's a pandemic? We need something beyond ourselves, a power beyond ourselves, an orientation beyond ourselves to fuel that interrelatedness between our particularity and the greater good." (Pamela Ebstyne King)IntroductionAt the bedrock of our being as persons is relationality: our ability to be known, to be loved, and to know and love in return. But whoa whoa whoa. Wait a minute. What kind of claim is that? Is that theology or psychology? We're used to hearing that from the likes of the Jewish existential philosopher and theologian Martin Buber—he's well known for his suggestion that an intimate I-Thou relationship is what makes for our conscious personhood. It'd be impossible to become an “I” without coming into direct contact with a “You” and seeing it as a “You.” But how interesting that research studies in developmental psychology find just that. You can for instance turn to John Bowlby and the beginnings of attachment theory to find that this theological claim holds up once you start testing it with the tools psychological. But more than holds up, the claim that relationality is fundamental to personhood starts to expand and develop nuance by examining the most universal by application in the unique, particular circumstances. Famous psychological experiments like the “Still Face” show how central the reciprocal response of our earliest attachment figure is for our mental health, even as babies. (Check below for an excruciating video example of the Still Face Experiment.)But this is just one way that developmental psychology might offer some interesting tools to theological reflection. And today we're continuing a new series of episodes on For the Life of the World all about “Bringing Psychology to Theology”—we're exploring the tools of psychological sciences that might contribute to a deeper, greater, more nuanced theological understanding of the world. Last week we introduced the series with a conversation between Miroslav Volf and experimental psychologist Justin Barrett. Justin evokes the image of erecting a giant cathedral of theology—and how the task must be done with a variety of tools and subcontracted skills.Well, whether theology is the grand architect of a cathedral of human knowledge or the benevolent and humble Queen of the Sciences—either way we hope this series highlights the prospects of a science-engaged theology and how it might contribute to the most pressing matters for how to live lives worthy of our humanity.My guest in this episode is Pamela Ebstyne King. She's the Peter L. Benson Professor of Applied Developmental Science at Fuller School of Psychology and is Executive Director of the Thrive Center for Human Development. An ordained minister in the Presbyterian Church USA, her research has focused on the intersections of developmental and positive psychology, human thriving, and spirituality.In this episode, we discuss developmental psych as the observational study of human change and plasticity in the midst of a whole complex life; relational attachment for the sake of intimacy and exploration and ultimate purpose or meaning; the proper place of self-love; God's enabling and loving presence as the ultimate secure attachment figure; the importance of learning, gaining skills, and the pursuit of expertise; The prospects of regaining emotional regulation through relationships; the game changing impact of deliberate psychological and spiritual practices to move us well beyond surviving to a life of thriving.About Pamela Ebstyne KingPamela Ebstyne King, Ph.D. joined Fuller Theological Seminary as assistant professor of Marital and Family Studies in 2008, after serving in the School of Psychology for eight years as an adjunct and research professor. She was installed in 2014 with a professorship named for her mentor, Peter L. Benson. In 2021 she was promoted to the position of Peter L. Benson Professor of Applied Developmental Science. Dr. King is also executive director of the Thrive Center for Human Development.Dr. King's academic and applied efforts aim to promote a movement of human thriving that contributes to flourishing societies. Her primary academic interests lie at the intersection of thriving and spiritual development. She is passionate about understanding what individual strengths and environments enable humans to thrive and become all God created them to be. She holds particular interest in understanding the role of faith, spirituality, religion, and virtues in this process. To this end she has led in building an empirical field of study of religious and spiritual development within developmental psychology that provides a psychological scientific perspective of spiritual formation.She has extensively studied and written on conceptualizations of thriving and positive youth development. Her work on telos is noted to provide an interdisciplinary framework for human thriving and flourishing from different philosophical, theological, and cultural perspectives and to provide a structure for understanding practical concepts like purpose, vocation, and joy. Her work combines theology, empirical research, and community engagement to further understand what contexts and settings enable people to thrive. She has conducted research funded by Biologos Foundation, the John Templeton Foundation, the Fetzer Institute, Compassion International, and Tyndale House, among others. In addition to her scholarship, she finds deep joy in teaching and mentoring students at Fuller.Dr. King is coauthor of The Reciprocating Self: Human Development in Theological Perspective and Thriving with Stone Age Minds: Evolutionary Psychology, Christian Theology & Human Flourishing, coeditor of The Handbook of Spiritual Development in Childhood and Adolescence, and coauthor of the inaugural chapter on research on religious and spiritual development in the seventh edition of the Handbook of Child Psychology and Developmental Science. She has served on the editorial boards of Developmental Psychology, Journal of Positive Psychology, Applied Developmental Science, the Encyclopedia of Applied Developmental Science, and the Encyclopedia of Spiritual Development in Childhood and Adolescence. She has also published articles in the Journal on Adolescent Research, Journal of Early Adolescence, New Directions for Child and Adolescent Development, Psychology of Religion and Spirituality, and Journal of Psychology and Christianity. King is a member of the Society for Research on Adolescents, Society for Research on Child Development, and Division 36 of the American Psychological Association.In addition to her studies at Fuller, Dr. King completed her undergraduate studies at Stanford University and a postdoctoral fellowship at Stanford's Center on Adolescence; she was a visiting scholar under the divinity faculty at Cambridge University. Ordained in the Presbyterian Church (USA), she has led high school and college ministries, and regularly speaks, preaches, and consults for various community organizations and churches. She lives in Pasadena with her husband and three children.Show NotesMartin Buber's I and ThouJohn Bowlby and Attachment TheoryTrolick's Still Face Experiment (Video)Justin Barrett & Pamela Ebstyne King, Thriving with Stone Age Minds: Evolutionary Psychology, Christian Faith, and the Quest for Human FlourishingDevelopmental psych as the observational study of human change in the midst of a whole life of complexityPlasticity of the human speciesRelational attachment for the sake of intimacy and explorationThe Impact of environment on genetic expressionLaw if reciprocityFullness of creation, redemption and consummationTheology as establishing ends, and psychology as developing towards gods purposesHow psychology aids in the process of becoming our full selves as selfhoodThe proper place of self-loveGod's enabling and loving presenceThriving as psychological, vs Flourishing as philosophicalMeaningful life in eudaimonic and hedonistic termsImago dei“Back to the future”—understanding the end toward the beginningReading psychology through a teleological lensLinear stage theories of developmentLife as a series of cyclesWe can have a telos as a dynamic processThriving as pursuing the fullness of selfReciprocity beyond ourselves when life is hardColossians and Jesus as the perfect image of GodConformity is not uniformityParenting as helping children to become their unique selvesTelos as inhabiting the self, the relational, and the aspirational—purpose is found at the intersection of all threeWilliam Damon on purposePurpose as enduring actionable goal, meaningful to the self and contributing beyond the selfLearning, gaining skills, and pursuit of expertiseMeaning making as a dynamic life-long projectOrienting life in the present moment by tethering to a consummate vision of the futureSociality as inherent to human natureGoals: self, expertise acquisition, and what we aspire toRoles: who we are in our social networksSouls: what ideals are most dearly held and most meaningfulThe fundamental rejection of pre autonomy and independence; embrace of our relational selvesHow malleable our brains are through intentional practicesMaking meaning can change your brainsSurviving vs thrivingAttachment and regulationRegaining emotional regulation through relationshipsThe game changing impact of deliberate psychological and spiritual practices—intention, motivation, and goalsPossible cutoff point — The relation of psychological science and theologyPsychology as a God-given tool to enable thriving and flourishingKnown, loved, and loving othersThe role of suffering and loss as part of the thriving processFor the cynical and jaded: thriving that is real to loss, grief, vulnerability, and daring to thriveProduction NotesThis podcast featured Pamela Ebstyne KingEdited and Produced by Evan RosaHosted by Evan RosaProduction Assistance by Macie Bridge and Kaylen YunA Production of the Yale Center for Faith & Culture at Yale Divinity School https://faith.yale.edu/aboutSupport For the Life of the World podcast by giving to the Yale Center for Faith & Culture: https://faith.yale.edu/giveAcknowledgementsThis episode was made possible in part by the generous support of Blueprint 1543. For more information, visit Blueprint1543.org.

Text Hawk to 66866 to become part of "Mindful Monday." Join 10's of thousands of your fellow learning leaders and receive a carefully curated email from me each Monday morning to help you start your week off right... Full show notes at www.LearningLeader.com Twitter/IG: @RyanHawk12   https://twitter.com/RyanHawk12 Dr. Mat Duerden is a Professor of Experience Design and Management at Brigham Young University. His teaching focuses on experience design and design thinking. He is the best-selling author of Designing Experiences. His research focuses on experience design in both work and non-work contexts. Mat's publications have appeared in a variety of journals including Leisure Sciences, Journal of Environmental Psychology, Journal of Adolescent Research, and Journal of Leisure Research. Mat Duerden received a Ph.D. in Recreation, Park, and Tourism Sciences from Texas A&M University and an M.S. in Youth and Family Recreation from Brigham Young University.  Transformational Learning – "The future intrinsic use of the content." Going from theory to putting it into practice. It's the implementation of the learning that codifies it. What to do at your next leadership retreat? Ask yourself the question, “What do you want them to say when they walk away from the experience?” And design the event based on your answer to that question. One of the must-have qualities needed to be hired as a team leader is humility and curiosity. Curiosity is the fuel for creativity and innovation. Having a broad range of interests is a good sign of curiosity. What do Apple, Costco, and Walt Disney have in common? A high NPS Score... What is NPS? Your Net Promoter Score is the percentage of customers who are promoters (those who scored 9 or 10) minus the percentage who are detractors (those who scored 0 to 6). They have a uniform type of experience Harmonizing Ques... There should be a narrative structure: Build rising action... -- Anticipation, Participation, Reflection, Climax. It's important to solve problems tied to the needs of your customer or your team. The Wonder Switch from Harris III The curiosity is becoming comfortable not knowing The Buc-eee's gas station restroom experience takes the ordinary and turns it into an extraordinary experience. For businesses: Need to develop a brand experience guide for the type of experience you want to provide. Write a brand theme statement that aligns with who we are. HEB Grocery Store: Here Everything's Better Hire the type of people who are curious and want to interact with customers. Curiosity is the fuel for creativity and innovation. A broad range of interests is important.

Dr. Tim Lewis has been involved with developing school-wide systems of behavioral support for over 20 years.  He has worked directly with school teams around the world, secured over $80 million in grants to support his research and demonstration efforts, and is a frequent contributor to the professional literature examining various aspects of Positive Behavior Support. At present, Dr. Lewis is a Curators' Distinguished Professor of Special Education at the University of Missouri. Dr. Lewis directs the University of Missouri Center for School-wide Positive Behavior Support, is Co-Director of the national OSEP Center for Positive Behavioral Interventions and Supports and former Co-Director of the Center for Adolescent Research in Schools. His specialty areas include social skill instruction, functional assessment, and proactive school-wide discipline systems.Websites: (with clickable links)Tim's faculty page: tim-lewisPBIS: www.pbis.org Missouri Schoolwide Positive Behavior Support: https://pbismissouri.org/Council for Exceptional Children (CEC) Division of Emotional Behavioral Health (DEBH): https://debh.exceptionalchildren.org/To read: (Check out your local bookstore or favorite online provider)Alexander Hamilton by Ron ChernowThe Warmth of Other Suns: The Epic Story of America's Great Migration by Isabel Wilkerson Made in America by Bill Brysonanything by John Steinbeckanything by Ernest Hemingway

In this second year-in-review episode, we are going to hear from neurodiversity change makers in medicine, education, therapy, and more we spoke with in 2022. Featured are: DR. ANGELIQUE HARRIS - Associate Dean for Diversity and Inclusion at Boston University School of Medicine / Associate Professor in General Internal Medicine, in the Department of Medicine / Executive Director of Faculty Development for Boston University Medical Campus. For more about Dr. Harris' work: https://www.bumc.bu.edu/medicine/profile/angelique-harris/ DR. PETER JENSEN - Board Chair and Founder of The REACH Institute / PREVIOUSAssociate Director of Child and Adolescent Research at the National Institute of Mental Health. For more about REACH: https://thereachinstitute.org/ LAUREN CLARKE - joint MD/MA in Education student at Stanford University working towards improving the quality of medical education related to caring for people with intellectual and developmental disabilities. For more about Lauren: linkedin.com/in/l-clarke DRS. GEORGE AND OKSANA HAGERTY - Dr. George Hagerty if the president of Beacon College, and Dr. Oksana Hagerty is director of the college's Center for Student Success. To find out more about Beacon, visit: beaconcollege.edu DR. JOSEPH LENTO - educator / neurodiversity advocate / Conservatory-trained professional Musician. To find out more about Joseph Lento, visit him at http://www.brasscomets.org/ DR. JENNIE TROCCHIO - autism educator / speaker / Developmental Therapist / Vice President of Clinical Operations at Positive Development. For more about Jennie's work: positivedevelopment.com DR. JANICE RYAN - Founder and Director of Attunement Solutions, LLC / Doctor of Occupational Therapy / Human Systems Dynamics Professional. To learn more about Dr. Ryan's work: https://attunementsolutions.com/ SAMANTHA SALVER - dyslexia self-advocate, Licensed Clinical Social Worker, and the Program Coordinator for Joshua's Path and BOOST at Jewish Family Services of Broward. For more about Joshua's Path: https://www.jfsbroward.org/ DAVID GESLAK - Founder and President of Exercise Connection. For more about Exercise Connection: https://exerciseconnection.com/ TOM OLIVER - autism self-advocate, TEDx Speaker, and Global leader on autistic individuals caught up in the justice system. To find out more about Tom's work, visit: https://tomoliver.biz/ JHILLIKA KUMAR - ADHD self-advocate, co-founder & CEO of Mentra, a Georgia Tech graduate, and honorary degree recipient, and previous Grace Hopper Keynote speaker for neurodiversity empowerment. For more about Mentra: https://www.mentra.me/ Follow Different Brains on social media: https://twitter.com/diffbrains https://www.facebook.com/different.brains/ https://www.instagram.com/diffbrains/ Check out more episodes of Exploring Different Brains! http://differentbrains.org/category/edb/

The REACH Institute founder Dr. Peter Jensen discusses the importance of mental health care for kids. (13 mins) Peter S. Jensen, MD is the Board Chair and Founder of The REACH Institute. The Institute is a 501(c)3 nonprofit dedicated to ensuring that the most effective, scientifically proven mental health care reaches all children and families. They train primary care providers, therapists, and other professionals to diagnose and treat mental health issues. While serving as the Associate Director of Child and Adolescent Research at the National Institute of Mental Health (NIMH), Dr. Jensen saw a widening gap between scientific knowledge about mental health and the application of that knowledge to help children and teens. Science has made remarkable advances in understanding mental health problems and how to treat them. But healthcare professionals were not consistently or effectively using this knowledge to diagnose and treat common disorders. After leaving NIMH, Dr. Jensen went to Columbia University to serve as the founding director of the Center for the Advancement of Children's Mental Health. While there, he developed the core methods REACH uses today. The goal was to close the gap between science and practice. The central strategy was to bring together leading scientists, mental health experts and agencies, primary care providers, parents, and schools to identify the best scientific findings available to help children. Then Dr. Jensen led REACH to implement, disseminate, and evaluate these methods. He describes the process as “putting science to work.” For more about REACH: https://thereachinstitute.org/ Follow Different Brains on social media: https://twitter.com/diffbrains https://www.facebook.com/different.brains/ https://www.instagram.com/diffbrains/ Check out more episodes of Exploring Different Brains! http://differentbrains.org/category/edb/

The REACH Institute founder Dr. Peter Jensen discusses his work training medical professionals in neurodiversity. (28 mins) Peter S. Jensen, MD is the Board Chair and Founder of The REACH Institute. The Institute is a 501(c)3 nonprofit dedicated to ensuring that the most effective, scientifically proven mental health care reaches all children and families. They train primary care providers, therapists, and other professionals to diagnose and treat mental health issues. While serving as the Associate Director of Child and Adolescent Research at the National Institute of Mental Health (NIMH), Dr. Jensen saw a widening gap between scientific knowledge about mental health and the application of that knowledge to help children and teens. Science has made remarkable advances in understanding mental health problems and how to treat them. But healthcare professionals were not consistently or effectively using this knowledge to diagnose and treat common disorders. After leaving NIMH, Dr. Jensen went to Columbia University to serve as the founding director of the Center for the Advancement of Children's Mental Health. While there, he developed the core methods REACH uses today. The goal was to close the gap between science and practice. The central strategy was to bring together leading scientists, mental health experts and agencies, primary care providers, parents, and schools to identify the best scientific findings available to help children. Then Dr. Jensen led REACH to implement, disseminate, and evaluate these methods. He describes the process as “putting science to work.” For more about REACH: https://thereachinstitute.org/ Follow Different Brains on social media: https://twitter.com/diffbrains https://www.facebook.com/different.brains/ https://www.instagram.com/diffbrains/ Check out more episodes of Exploring Different Brains! http://differentbrains.org/category/edb/

We'll be discussing a paper entitled Sense of Indebtedness Toward Parents: Korean American Emerging Adults' Narratives of Parental Sacrifice by Hyeyoung Kang and Reed W. Larson, published in 2014 in the Journal of Adolescent Research. Korean American adolescents of immigrant parents experience a lot of conflict and strife in their families. A big question is do the views of the teenagers change over time? If it does, how does it change? You can find the abstract here: https://journals.sagepub.com/doi/10.1177/0743558414528979

This week's episode is about finding a career in the arts as a recent graduate. While a B.A. degree provides students with transferable skills such as critical thinking, which can be used for a number of career paths, many choose to attend graduate school and eventually become a Professor. We interview Danielle Law, PhD, and Associate Professor in Psychology and Youth and Children's Studies at Wilfrid Laurier University. Danielle is also the Director of the Child and Adolescent Research and Education (CARE) Lab.

This week's episode is about finding a career in the arts as a recent graduate. While a B.A. degree provides students with transferable skills such as critical thinking, which can be used for a number of career paths, many choose to attend graduate school and eventually become a Professor. We interview Danielle Law, PhD, and Associate Professor in Psychology and Youth and Children's Studies at Wilfrid Laurier University. Danielle is also the Director of the Child and Adolescent Research and Education (CARE) Lab. Tune in to find out more!

On this bonus edition of CampWire - we sit down with school psychologist, adolescent and family counselor, SADD Chairman and CEO, camp director, researcher, motivational speaker, and college professor - Stephen Gray Wallace!  During this archived conversation we cover how Stephen got involved in the world of camp, his outlook on "relational vs. transactional counseling" and the critical need for mentoring and youth mental health professionals in camps and other organizations. Stephen currently serves as president and director of the Center for Adolescent Research and Education (CARE), a national collaborative of institutions and organizations committed to increasing favorable youth outcomes and decreasing negative risk behaviors. Check out Stephen's new book, IMPACT – An Introduction to Counseling, Mentoring, and Youth Development.   Like Comment and Subscribe to the CampWire Podcast - Special thanks to our sponsor for this episode, Rave Sports! All music attributed to musicians from freesound.org: Intro music: by eltenjohn -(Changes made) https://freesound.org/people/eltenjohn/sounds/59507/ Outro music: by joshuaempyre -(Changes made) https://freesound.org/people/joshuaempyre/sounds/250749/

Today we have with us Todd Martin, Dean and Associate Professor of Sociology – Faculty of Humanities and Social Sciences at TWU. Discussing connected learning, family development theory and spark plugs. Dr. Martin holds a Bachelor of Arts degrees in theology and sociology as well as Masters of Arts in family studies. His Doctorate of Philosophy in sociology of family was conducted at the University of British Columbia. In addition to his interests in religion and family, he also has research interests in family theory, family structure, the interaction of the institutions of work and family as well as union formation patterns over the life course. He is co-author of Families Across the Life Course (Pearson 2012) and Family Theories – An Introduction (Sage 2019). His research has been published in the Journal of Adolescent Research, Journal of Family Theory, Marriage and Family Review as well as International Migration Review. He is managing editor of the Journal of Comparative Family Studies. Todd Martin is a member of the National Council on Family Relations, and is a Certified Family Life Educator.Support the show (https://www.twu.ca/donate-now)

In Episode 149, I’m talking with repeat podcast guest Stephen Gray Wallace about his new book, Impact: An Introduction to Counseling, Mentoring, and Youth Development. The book offers insightful commentary on the important role of mentors in the lives of children and teens. While it specifically addresses camp counselors, Impact is equally relevant for all key youth influencers, including parents, teachers, and coaches. Ep. 27: Raising Teens who Thrive with Stephen Wallace Ep. 92: Creating Strong Relationships with Teens Stephen has broad experience as a school psychologist and adolescent/family counselor. He is president and director of the Center for Adolescent Research and Education (CARE), a former associate research professor at Susquehanna University, and the past national chairman and chief executive officer at SADD (Students Against Destructive Decisions/Students Against Driving Drunk). Stephen also works with the American Camp Association (ACA) as a feature magazine writer, media spokesperson and faculty member at its e-Institute for Professional Development. Review of IMPACT Decades of experience and research are packed into Wallace’s guide for leaders at summer camp. Wallace communicates the responsibility and life-changing impact counselors can have and the many facets of their role, which go far beyond what most people think of when they hear the job “camp counselor.” Covering a multitude of topics that are critical for counselors to understand, with discussion questions at the end of each chapter, the book is user-friendly and can be quickly incorporated into staff training. Lists that offer key takeaways of each concept on topics including developmental stages, disciplinary dos and don’ts, leadership styles, and effective teaching techniques (to name just a few) are instrumental as both a reference and training tool for camp staff. IMPACT needs to be assigned reading for every camp counselor, as the guide clearly communicates the magnitude of the responsibility counselors have for the physical and emotional well-being of other people’s children, the critical importance of developing positive relationships with each of the campers they serve, and an understanding of what to expect and how to handle the different challenges they will face. Camp leaders wanting to be informed and have a positive impact (without having to read the scores of books and articles Stephen Wallace has read) need to read IMPACT and keep it as a resource to refer to when planning training and coaching staff. - Audrey Monke, camp director, speaker, & author of Happy Campers: 9 Summer Camp Secrets for Raising Kids Who Become Thriving Adults Big Ideas   Quotes   Resources/Links   One Simple Thing Ep. 133: What's Working (and What's Not!) During COVID-19 My Favorite Related Posts & Episodes Ep. 27: Raising Teens who Thrive with Stephen Wallace Ep. 92: Creating Strong Relationships with Teens Ep. 81: The Power of One with Travis Allison Ep. 87: The Impact of Camp Experiences with Laurie Browne, Ph.D. Ep. 123: Connection Comes First Ep. 89: The Power of Connection to Build Good Men with Michael Reichert, Ph.D. Ep. 121: The Power of Showing Up with Dr. Tina Payne Bryson Ep. 68: 12 Parenting Tips for Happier, More Connected Families 10 Parenting Tips from Camp Counselors

Scott Seider is an applied developmental psychologist whose research focuses on the role of schools in supporting adolescents’ civic development. He has reported on this work in more than 70 academic publications including Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice (Harvard Education Press, 2020). Findings from this five-year study of youth critical consciousness development have also been published in academic journals such as Child Development, Developmental Psychology, and the Journal of Research on Adolescence. As a core faculty member in the Counseling, Developmental and Educational Psychology department at the Lynch School, Dr. Seider teaches undergraduate and graduate courses focused on adolescent development. He also serves on advisory boards for a number of different youth-serving organizations including EL (Expeditionary Learning) Education, the Journal of Adolescent Research, and the Center for Parent & Teen Communication. Prior to joining the Boston College faculty, Dr. Seider worked as a teacher-educator at Boston University and as an English teacher in the Boston Public Schools and Westwood Public Schools. Daren Graves is currently the director of the Urban Master's Program at Simmons College. As a teacher educator, he is committed to preparing teachers who see urban youth as assets in the teaching and learning process. His research interest involves the interplay of school culture and racial identity on the academic performance of Black adolescents. Graves' research has given him an understanding of the issues that Boston-area youth face inside and outside of their school environments. Graves previously served as assistant director at Simmons College Upward Bound in Boston, where he helped coordinate the academic and college preparation components of this federally funded after-school and summer program.   Show Highlights Recognize systems of oppression in your school Stop controlling bodies in your building and form partnerships  Identifies uplifting practices for engaging young people  Links between critical consciousness and academic achievement Create project based learning that transforms the entire community Tips on redefining good teaching We need people to be critically conscious in order to go out and reduce oppression within their communities and to transform society. -Scott Seider   Full Transcript 2: Scott Seider & Daren Graves Transcript   Scott and Daren’s Resources & Contact Info: Schooling for Critical Consciousness:  (@darengraves) · Twitter (@ScottSeider) | Twitter Darren Graves | Facebook Schooling for Critical Consciousness - Posts | Facebook Daren Graves - LinkedIn   Looking for more? Read The Better Leaders Better Schools Roadmap Join “The Mastermind” Read the latest on the blog   Show Sponsors ORGANIZED BINDER Organized Binder is an evidence-based RTI2 Tier 1 universal level solution Focuses on improving executive functioning and noncognitive skills Is in direct alignment with the Universal Design for Learning (UDL) framework Is an integral component for ensuring Least Restrictive Environments (LRE) You can learn more and improve your student’s success at https://organizedbinder.com/   TEACHFX School leaders know that productive student talk drives student learning, but the average teacher talks 75% of class time! TeachFX is changing that with a "Fitbit for teachers" that automatically measures student engagement and gives teachers feedback about what they could do differently.  Learn more about the TeachFX app and get a special 20% discount for your school or district by visiting teachfx.com/blbs.   Copyright © 2020 Twelve Practices LLC

Enroll Now for the Teaching Through a Culturally Diverse Lens Program About Melanie J. Gast, Ph.D. Melanie Jones Gast is an Assistant Professor in the Department of Sociology, University of Louisville, Kentucky. Her research focuses on mechanisms of inclusion/exclusion and the structuring of programs and support systems serving diverse racial and ethnic groups. In one project, she analyzes coded language and norms and stratification in a diverse high school. Other projects examine intersections of race, citizenship, and language statuses and immigrant youth and parents in community organizations. She has published in journals such as the Du Bois Review, Journal of Adolescent Research, Journal of Ethnic and Migration Studies, Social Science Research, Teachers College Record, and Urban Education.  Show Highlights What out-of-school programs must consider when serving immigrant youth Are out-of-school programs meeting the needs of their students Organizations that are on the right track Culturally responsive activities Meeting the needs of multiple languages Recommendations to meet the needs of multiple languages in out-of-school programs Connect with Melanie Email: melanie.gast@louisville.edu Melanie’s Faculty Page National Center for Institutional Diversity Additional Resources Staying Woke on Educational Equity through Culturally Responsive Teaching Connect with me on Twitter @sheldoneakins For more episodes visit: www.sheldoneakins.com For professional development visit: www.leadingequitycenter.com

We've got everything you need to start your day off right--trending news, a feel-good story and a deal from Matt Granite that will make you feel like you've got the whole world in your hands. Also--the 12 high school stereotypes, as determined by the Journal of Adolescent Research. (It's not just jocks and nerds anymore!)

It's those deep relationships that are formed at summer camp that really have a dramatic influence on them.-Stephen Gray Wallace In Episode 32, I’m talking with Stephen Gray Wallace about his recent article for Teen Life : 10 Reasons Why High School Students Will Get a Lot from Summer Camp. Adolescents' Three Primary Developmental Tasks Forming an identity Gaining independence from parents Making friends The Top 10 Outcomes of Experiential Learning at Camp “Camp is an experience every child deserves,” according to the American Camp Association (ACA), which accredits more than 2,400 camps serving more than 7.2 million children and teens. Specifically, ACA points to the "joy" kids experience when they make new friends and the inherent value in unplugging from their electronic devices, enjoying being out of doors, connecting with other young people, and learning about themselves. And the ACA adds that, from a quantifiable perspective, the outcomes of a summer camp experience include the following. Friendship skills: Make friends and maintain relationships. Independence : Rely less on adults and other people for solving problems and day-to-day activities. Teamwork: Be more effective working in groups of peers. Family citizenship: Gain attributes important to being a member of a family. Perceived competence: Believe that they can be successful in the things they do. Interest in exploration: Be more curious and eager to learn new things. Responsibility: Learn to be accountable for their own actions and mistakes. Affinity for nature: Develop feelings of emotional attraction toward nature. Problem-solving confidence: Believe they have abilities to resolve problems. Spiritual well-being: Develop purpose and meaning in life. Camps are also being recognized as incubators for the highly valued non-cognitive or “soft skills” and as places to hone leadership and social entrepreneurship skills. Quotes Audrey: Is there an amount of time teens need to be at camp to get these benefits? Stephen: I would argue the longer the better, but these types of outcomes transfer quickly, so even if they are only attending for a week or two, you'd see gains in those areas. Certainly, the longer they stay at camp, the deeper those benefits flow. Audrey: What do you think are some of the mechanisms that help teens in all these areas? Stephen: I think it's the intrinsic nature of what we've been talking about. They're away from home. They're away from their normal support systems. They have to figure things out more on their own. They're with a peer group for many hours during the day...They have to learn to problem solve their way out of their conflicts. Audrey: How do camp experiences help prepare kids for the transition to college? Stephen: I've been doing research in that area, and this week I published an article in Psychology Today called A User's Guide to the First Year of College. Audrey: What are ways you think parents can help kids learn how to own their own actions and admit mistakes? Stephen: I offer camp directors the same advice that I offer to parents in my book, and that is to hold your teenagers to very high expectations, because they want to meet them - they want to meet your expectations. And then hold them accountable for those expectations. Audrey: What is important for parents to ask about teen programs? Stephen: Certainly, health and safety is most important. Ask specifically about how you keep the kids healthy and how you keep the kids safe. Also, ask about retention rates. (Who Will Care When I'm Not There is a training video and curriculum many ACA accredited camp programs utilize to train staff on the importance of their role in keeping campers safe.) About Stephen Gray Wallace Stephen has broad experience as a school psychologist and adolescent/family counselor. He is president and director of the Center for Adolescent Research and Education (CARE), a former associate research professor at Susquehanna University, and the past national chairman and chief executive officer at SADD (Students Against Destructive Decisions/Students Against Driving Drunk). Stephen also works with the American Camp Association (ACA) as a feature magazine writer, media spokesperson and faculty member at its e-Institute for Professional Development. In addition, Stephen is a resident camp director and the director of counseling and counselor training at Cape Cod Sea Camps. Stephen was also appointed to the professional development faculty of the American Academy of Family Physicians (AAFP) and serves as a parenting expert for kidsinthehouse.com. He previously served as an adjunct professor at Mount Ida College in Newton, Massachusetts. Most important, Stephen is a high-profile participant in, and commentator on, the modern-day adolescent experience. Resources/Related Ep. 27: Raising Teens who Thrive with Stephen Wallace Stephen is the author of Reality Gap: Alcohol, Drugs, and Sex--What Parents Don't Know and Teens Aren't Telling Why Teens Need Summer Camp More Than Ever Ep. 16: Born to Be Wild with Dr. Jess Shatkin Too Much Screen Time? 4 Ways Summer Camp Can Help Book Audrey mentioned: How to Win Friends and Influence People in the Digital Age Highs and Lows

"We are highly focused on promoting favorable youth outcomes, things like positive identity formation, character development, leadership, civic engagement, social entrepreneurship, media and financial literacy, conflict resolution.... and we're focused on prevention, working on issues like youth suicide, prescription drug use by young people, the opioid epidemic, those types of things." Stephen Wallace Center for Adolescent Research and Education (CARE) About Stephen Gray Wallace In Episode 27, I’m talking with Stephen Gray Wallace. Stephen has broad experience as a school psychologist and adolescent/family counselor. He is president and director of the Center for Adolescent Research and Education (CARE), a former associate research professor at Susquehanna University, and the past national chairman and chief executive officer at SADD (Students Against Destructive Decisions/Students Against Driving Drunk). Stephen also works with the American Camp Association (ACA) as a feature magazine writer, media spokesperson and faculty member at its e-Institute for Professional Development. In addition, Stephen is a resident camp director and the director of counseling and counselor training at Cape Cod Sea Camps. Stephen was also appointed to the professional development faculty of the American Academy of Family Physicians (AAFP) and serves as a parenting expert for kidsinthehouse.com. He previously served as an adjunct professor at Mount Ida College in Newton, Massachusetts. Most important, Stephen is a high-profile participant in, and commentator on, the modern-day adolescent experience. Reality Gap Stephen is the author of Reality Gap: Alcohol, Drugs, and Sex--What Parents Don't Know and Teens Aren't Telling. Reality Gap is a book that talks about what teens are doing in real life compared to what parents think they’re doing. The chart in his book (see image on right), helps parents think about preparing kids to take responsibility for themselves. As your child matures, you should see decision making moving from left to right. When kids are young, parents decide, then as they get older, you make joint decisions on some issues. Finally, by the time they are in late high school, entering college, they need to learn to make good choices and decisions for themselves.  Authoritative parenting is the most effective with all ages of children, including teens. Authoritative parenting is high on expectations and high on warmth.  In our interview, conducted live at the American Camp Association Conference in Orlando in February, we talk about providing teens with both the structure and freedom they need to thrive. Key Issues we Discuss  • Importance of staying involved (but not overbearing) in your teens’ lives--slowly giving them more responsibilities/freedom/choices. • Issues teens face in the first semester of college and how to help with that transition. Directly communicating with teens about values rather than making assumptions about their ability to make good decisions. • Camp is great for teenagers--teens like the structure and warmth (the perfect authoritative combo). Quotes from Stephen Gray Wallace “You want to give your kids some space as they’re getting older. Give them more responsibility, let them make some more decisions, pick your battles. Helicopter parenting is different than remaining an involved parent. They’re two completely different constructs. If you’re a helicopter parent, your kid is going to get to the next step in life and be dysfunctional. They need to learn to make those decisions themselves. But they need you as a partner.” "Parents often sort of walk away when their children become teenagers. Think that they don’t really count anymore, that their kids don’t care what they same. But that’s how teens are… they start moving toward an internal locus of control. Parents get message that kids don’t want to hear from me but the exact opposite of that is true." “You want to give your kids some space as they’re getting older. Give them more responsibility, let them make some more decisions, pick your battles. Helicopter parenting is different than remaining an involved parent. They’re two completely different constructs. If you’re a helicopter parent, your kid is going to get to the next step in life and be dysfunctional. They need to learn to make those decisions themselves. But they need you as a partner.” Links & Resources Thick and Thin: Summer Camps are Essential Organizations for Moral Growth, Psychology Today (mentioned in the intro) Cape Cod Sea Camps Center for Adolescent Research and Education (CARE) Pay the Price film Reality Gap: Alcohol, Drugs, and Sex--What Parents Don't Know and Teens Aren't Telling (Book by Stephen Gray Wallace talked about in the podcast) Recent camp-related pieces by Stephen: Summer Camp - A Good Idea For Teens (TeenLife Media) Creating the Exceptional (Camping Magazine) Thick and Thin (Psychology Today) Sweet Dreams and Flying Machines (HuffPost) In the Middle of September (LinkedIn) Related Posts from Sunshine Parenting: Ready for Adulthood Checklist Conversations Before College

The Journal of Adolescent Research suggests that 87% of young men are using pornography on various levels. This plague is hitting good families. Today Steve concentrates on what you should do if you find out your son is viewing pornography. This teaching series is based on his booklet, Young Men Breaking Free, and he encourages all to get a copy for yourselves, your sons, your pastors, and your youth ministers.  If you would like a copy of his booklet, Young Men Breaking Free, click here. Buy in bulk and save.

Psycomedia is now fortnightly for the foreseeable future. Or is it? Psycomedia Episode 72 – The Deeds We Do In Life Echo In The Internet http://archive.org/download/PsycomediaEpisode72TheDeedsWeDoInLifeEchoInTheInternet_349/Psycomedia72.mp3 References: Lempers, J. D., & Clark-Lempers, D. S. (1993). A functional comparison of same-sex and opposite-sex friendships during adolescence. Journal of Adolescent Research, 8(1), 89-108. Roberts, S. G., Dunbar, R. I., […]