Middle Grades Schooling and Early Adolescent Development

ENGLISHEarly adolescent phase that coincided with the beginning of secondary school age have characteristics that emotionally still volatile because of the influence of hormonal changes in adolescents. This forms a distinctive characteristic in early adolescence which includes aspects social behavior, moral, religious, affective, cognitive and personality. The reviewed purpose is to explain the potential of early adolescent delinquency in the school environment on students whose parents migrated for temporary. Adolescent phase needs nurturing, guidance, direction and supervision. The parents roles is needed for the success of adolescent development. Adolescent who left by their parents for temporal migration have psychosocial youth impact in their school life. Adolescent beside studied academicly also required to comply with the applicable rules at school. Adolescent who are left for temporal migration and have psychosocial problem, forms of delinquency includes substance abuse such as alcohol, behavioral problems includes coming late, ditching, not doing homework, words are rude, alcohol, viewing pornography, fighting, courting school environment, write inappropriate words on the walls of the bathroom and indications brawl. INDONESIAFase remaja awal yang bertepatan dengan usia sekolah menengah memiliki karakteristik yang secara emosional masih bergejolak karena pengaruh perubahan hormonal dalam diri remaja. Hal ini membentuk karakteristik yang khas pada masa remaja awal yang meliputi aspek perilaku sosial, moral, religi, afeksi, kognitif dan kepribadian. Tujuan penulisan untuk menjelaskan potensi kenakalan remaja awal di lingkungan sekolah pada siswa yang orang tuanya merantau. Fase remaja membutuhkan pengasuhan, bimbingan, arahan dan pengawasan. Peran orang tua sangat dibutuhkan untuk keberhasilan perkembangan anak remaja. Remaja yang ditinggal orang tuanya merantau memiliki dampak psikososial remaja dalam kehidupannya bersekolah. Remaja, selain belajar secara akademis juga dituntut untuk mematuhi aturan yang berlaku disekolah. Remaja yang ditinggal merantau dan memiliki masalah psikosial, bentuk-bentuk kenakalannya meliputi penyalahgunaan zat berupa minuman keras, masalah perilaku meliputi terlambat, membolos, tidak mengerjakan tugas/PR, perkataan yang kasar, minuman keras, melihat pornografi, berkelahi, pacaran dilingkungan sekolah, menulis kata-kata tidak pantas di tembok kamar mandi dan indikasi tawuran.

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Meaning in Life as Mediator of Family Allocentrism and Depressive Symptoms Among Chinese and Italian Early Adolescents

Youth & Society ◽

10.1177/0044118x20921637 ◽

2020 ◽

pp. 0044118X2092163 ◽

Cited By ~ 1

Author(s):

Alessandro Germani ◽

Delvecchio Elisa ◽

Li Jian-Bin ◽

Lis Adriana ◽

Mazzeschi Claudia

Keyword(s):

Depressive Symptoms ◽

Adolescent Development ◽

Meaning In Life ◽

Protective Factor ◽

Early Adolescents ◽

Well Being ◽

Mediation Effect ◽

Early Adolescent ◽

Presence Of Meaning ◽

The Relationship

Establishing a coherent meaning in life has long been considered to be a protective factor of well-being, but this construct has been understudied in early adolescent development. The current study investigated the relationships between family allocentrism and depressive symptoms as well as the mediation effect of meaning in life in 214 Chinese and 201 Italian early adolescents. Although family allocentrism was higher in Chinese than Italian participants, it was significantly associated to lower depressive symptoms in both countries. Moderated mediational analyses showed that in both countries: (a) family allocentrism was positively related with presence of meaning; (b) family allocentrism and presence of meaning were negatively related to depressive symptoms; and (c) presence of meaning mediated the relationship between family allocentrism and depressive symptoms. In conclusion, family allocentrism and presence of meaning in life are important preventive factors of early adolescents’ depressive symptoms in both collectivistic and in individualistic countries.

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Community Service: Preparation for Socially Responsible Adulthood

Learning to Live Together ◽

10.1093/oso/9780195157796.003.0017 ◽

2004 ◽

Author(s):

David A. Hamburg ◽

Beatrix A. Hamburg

Keyword(s):

New York ◽

Community Service ◽

Early Adolescence ◽

Middle Grades ◽

Turning Points ◽

Early Adolescent ◽

Middle Grade ◽

Grade School ◽

Service Programs ◽

Youth Service

There is a growing trend in education that has considerable potential for fostering constructive, unselfish behavior during adolescence: community service. Supervised community service, when started in early adolescence, can play a critical role in the shaping of responsible, caring, altruistic behavior. Service programs can be organized effectively by schools, by community organizations, and by religious institutions. How we help others is crucial. We must not convey superiority over others. We must impart a sense of the mutuality of being full members of the community and sharing a common fate as human beings in a world that sometimes is insensitive and at times even cruel. In 1989, a Carnegie report on the middle grades, Turning Points, stated an important insight. Early adolescence offers a superb developmental opportunity to learn values, skills, and a sense of social responsibility important for citizenship in democracies. Every middle grade school should include youth service—supervised activity helping others in the community, ideally, in collaboration with schools—in their core instructional programs for the middle grades. Turning Points 2000, a follow-up book to the 1989 landmark report, Turning Points, provides an in-depth examination of how to improve education for the middle grades and gives practical guidance to practitioners wishing to implement the Turning Points model. The research base has grown over the past 10 years, and this chapter reflects the findings of the research. It also bridges the gap between research and practice by presenting theory in practical and understandable terms. Specific to our theme of service learning, Turning Points 2000 provides a sound argument for integrating the community into the curriculum. Mutual respect and understanding, a sense of belonging, and pride in making valued contributions to others are the essence of school and community collaboration. The Early Adolescent Helper Program (EAHP), a pioneering project initiated by the City University of New York in 1982 and led by Joan Schine, brings school personnel, community-agency staff, and the middle grade school Helpers together. An effort was clearly made to integrate the school curricula with youth in community service programs. Between 1982 and 1989, almost 700 students in 17 New York City middle and junior high schools were involved in the Early Adolescent Helper Program.

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