Physical Early Adolescence 10 to 13 years Early

Physical Early Adolescence 10 to 13 years • Early puberty (growth spurt) Psychological • • Mid- Adolescence 14 to 17 years • • Late adolescence 17 – 20 years • Girls: mid-late puberty and end of growth spurt; development of female body shape Boys: mid-puberty; voice breaks; start of growth spurt Boys: end of puberty; continued increase in muscle bulk and body hair • • Concrete thinking but early moral concepts Progression of sexual identity development Early abstract thinking Growing verbal abilities Identification of law with morality Start of fervent ideology (religious, political) Complex abstract thinking Identification of difference between law and morality Increased impulse control Further development of personal identity Adapted from Christine, D. , & Viner, R. 2005. ABC of Adolescence. BMJ. Social & Emotional • • • Begin emotional distinction from parents Start of strong peer identification Emotional distinction from parents Strong peer identification Sexual desires Early vocational plans Development of social autonomy Intimate relationships Development of vocational capability

Formal Operational stage (Piaget) 形式運思期 • Development of abstract thinking ability • Some common changes: a) Argumentativeness b) Increased self-consciousness & self-focusing c) Idealism & criticism Source: Berk, 2001. Development Through the Lifespan, 2 Ed. , p. 374

Identity vs. Role Confusion (Erikson) 自我認同 vs. 角色混淆 • Increased vulnerability and intimacy with peers • Desire to “fit in” • Cliques are formed • Bullying Source: Berk, 2001. Development Through the Lifespan, 2 Ed. , p. 374

External factors • Family dynamic; position in family; parenting style • Electronics; social media; texting culture

Internal factors • Personalities; introvert vs. extrovert; gender differences • Peer communication issues may be further complicated in youth with special educational needs (SEN)

Autistic Spectrum Disorder 自閉症 Criteria from DSM-5 (2013) Impaired social communication and interaction Restrictive, repetitive behaviour, interest or activities • Takes things literally • Stubborn • Weak at reading intentions • Adhere to routines (weak “Theory of Mind”)

Emotional Issues • Stress • Anxiety • Depression

Techniques for effective communication • Listening skills • Empathy • Assertive communication Describe Demonstrate Practice

Listening Skills 1. Non-verbal (e. g. , body language, eye contact, facial expression) 2. Active listening (e. g. , affirm, reflect) 3. Stay neutral (i. e. , non-judgmental)

Defining Attributes of Empathy 1. 2. 3. 4. See the world as others see it (perspective taking) Non-judgmental Understand another person’s feelings Communicate this understanding Wiseman, T. (1996). A concept analysis of empathy. Journal of Advanced Nursing, 23, 1162 -1167. DOI: 10. 1046/j. 1365 -2648. 1996. 12213. x

Assertive Communication Passive • Fail to express self honestly • Apologetic & timid Assertive Aggressive • Express self honestly • Express self in a and in a considerate demanding & hostile manner • “Would you mind, uh… if I borrow your phone? Sorry…” • “May I please borrow • “Give me your phone? ” now. ”

4 steps of assertive communication 1. 2. 3. 4. Say what you think about their behaviour. Say how you feel. Say how their behaviour affects you. Say what you prefer them to do instead. Adapted from “Assertive Communication”, Center for Integrated Healthcare, VA Health Care

Examples of “I” statements I feel… I feel angry when… when you take my things without asking me I feel disappointed when I don’t get a reply from you I feel frustrated when I keep asking me to go to the event because… because I’d like to be respected. because it makes it harder for me to plan what I should do. because I really don’t like to be pressured into doing something I don’t I would like… I would like you to ask me first if you want to borrow my things. I would like you please reply, even just to say that you got my message. I would like you to please stop asking me to go.

Social Skills Training • Explicitly teach social skills and rules by: • Explanation • Modelling • Guided observation (pictures, video, live) • Practicing through role play • Provide immediate feedback during and after practice • Reward for showing appropriate social behaviour

School-wide strategies • Foster a positive school environment • Social Emotional Learning

Positive school environment • Peer support • Foster relationships and understanding between peers • Empathy development

Social Emotional Learning • “… reduces disruptive behaviors like conflicts, aggression, bullying, anger, and hostile attribution bias; and it improves academic achievement, creativity, and leadership. ” - Divecha, D. 2019. What are the best ways to prevent bullying in schools? Greater Good Magazine

Social Emotional Learning • Resource • Social and Emotional Learning: Fostering Children’s Whole-person Development • nets. edb. hkedcity. net/individual. php? p=84