|
Adolescence can be, among other things, a time of worry and concern for parents, as well as adolescents. Parents typically observe significant and rapid changes in their early adolescent children during middle school years. These changes, often exciting, are based upon dramatic physical, cognitive and social development. Adolescents and their parents face dramatic changes. Some normal developments are described below.
Peers, Friendship and Identity
- Greater dependence on peers corresponds with increasing independence from parents
- Much greater interest in opposite gender than during elementary school
- Changeable group of friends, often intense relationships, cliques
- Strong peer influence on clothing style, music and other interests
- At times, highly changeable sense of self alternating between buoyant self-confidence and vague, apprehensive uncertainty
- Struggles with sense of "Who am I?"
Emotions
- Moodiness and some unpredictability of emotional changes
- Greater emotional distance from parents
- Uneven maturity level — lapses into behavior patterns of years ago
Cognitive Changes
- Increased ability to do work, though with increased occasional distractibility
- Intellectual interests expand
- Increased interest in possibilities and capabilities
Sexuality
- Increase in shyness and modesty — many physical concerns and sensitivities
- Greater interest in opposite gender, girls developing interest earlier than boys
- Physical changes rapid and dramatic
- Early but limited experimentation
Moral Development and Values
- Greater conscience development
- Greater testing of limits and opinions about limits
- Development of strong opinions on cultural patterns
- Selections and idealization or role models
Children vary in the extent of development in each of the areas described above. These are general patterns.
When to Seek Professional Consultation
Many of the problems experienced by children or adolescents can be addressed by the family. However, many families do seek out professional help at some point. They do so when they or the school observe the child exhibiting emotional, learning or behavior problems that interfere with his or her adjustment, success and self-esteem. A consultation with a psychologist can help to clarify the situation, determine if professional assistance is needed and develop a plan of action. Depending on the issues, services such as parent guidance, individual child therapy or family counseling can be very helpful. Psychological testing can pinpoint the nature of a child's learning problems; follow-up parent guidance can help work out an appropriate plan of educational intervention and support.
MPA Psychologist Referral Service:
(800) 270-9070
|
As parents of school-age children, you are aware that your child spends more waking time in school than at home. School success and accomplishment are at the center of a youngster's experiences. To support school success, parents have the responsibility to be informed about their child's school achievement and related behaviors. In addition, it is important to understand what can be done if there are questions regarding adjustment to school expectations and/or levels of academic work. The following sections describe the process to follow if there is reason for concern.
How can I identify problems which relate to my child's behavior and school achievement?
Warning signs:
- Inattention
- Hyperactivity
- Poor response inhibition
- Below 25th percentile scores on standardized achievement tests
- Incomplete assignments
- Relationship difficulties
- Aggressive behavior
- Withdrawn behavior
- School avoidance
To whom should I talk if I think there is a school problem?
- Child's classroom teacher
- Guidance counselor
- School principal
What educational diagnoses can determine eligibility for special education services?
- Selective learning disabilities
- Attention Deficit Hyperactivity Disorder (ADHD)
- Speech and language disorder
- Mental deficiency
- Emotional impairment
- Hearing, vision, physical or health impairment
Do I have a role in the school assessment of my child? How can I participate?
A school psychologist, school social worker, speech therapist, special education teacher and others will evaluate your child as necessary. The multi-disciplinary team that completed that assessment will prepare a group report. Parents are members of that team. They participate by providing history information and taking part in the decision making and recommendation.
Once my child is evaluated and an educational plan is established, do I participate in future decisions about my child?
Annually, an IEPC meeting is held to establish a yearly educational plan. Every three years, your child is re-evaluated, an IEPC is held to determine those services to be continued and the services which will be modified to build a satisfactory school experience. As a parent, you can and should attend every IEPC meting.
If my child is placed in special education, what are the issues I should be investigating before my child graduates from high school?
Maintain familiarity with the Michigan Special Education Legal Code. Vocational training is a mandated part of the education of a child with special needs. Parents have the right to deny graduation until such a program is provided. In Michigan, under the Special Education law, students who receive special education can attend public school until age 25.
What do I do if my child's problems cannot effectively be modified by school intervention?
- Seek a referral for psychological services
- Contact referral source — Michigan Psychological Association
- Consider individual, parent or family therapy
When to Seek Professional Consultation
Many of the problems experienced by children or adolescents can be addressed by the family. However, many families do seek out professional help at some point. They do so when they or the school observe the child exhibiting emotional, learning or behavior problems that interfere with his or her adjustment, success and self-esteem. A consultation with a psychologist can help to clarify the situation, determine if professional assistance is needed and develop a plan of action. Depending on the issues, services such as parent guidance, individual child therapy or family counseling can be very helpful. Psychological testing can pinpoint the nature of a child's learning problems; follow-up parent guidance can help work out an appropriate plan of educational intervention and support.
MPA Psychologist Referral Service:
(800) 270-9070
|
