7.MEH.1

What does this standard mean a child will know and be able to do?

7.MEH.1.1 Interpret the transition of adolescence, including emotions in flux.
Adolescence is defined as the transition from childhood to adulthood. It includes puberty (defined as the development of secondary sex characteristics and the beginning of reproductive capacity). Both include changes that are physical, emotional, and social. Pubertal changes are triggered by hormones and include widening of the hips, development of breast buds and pubic hair and eventually ovulation and menstruation in girls and deepening voice, the experience of nocturnal emissions, and the beginning of pubic hair in boys. Both sexes experience an increase in the function of sweat glands (perspiration and body odor) and oil glands (acne). The body is preparing for the ability to reproduce. Puberty is occurring at a younger age than it used to in both boys and girls.

Moving from childhood to adulthood (adolescence) can be awkward and involve social as well as physical changes that are challenging. These pressures, as well as the influence of hormones can make the teen feel as though he or she is on an emotional roller coaster. The tasks of adolescence are to develop one’s core identity and personality style, to function successfully at school and home, to find enjoyment and a sense of purpose in life, to demonstrate respect for self and others, to express in healthy ways one’s feelings and thoughts, and to accept responsibility for one’s actions.

Teenagers do experience wider mood swings than adults and more frequent negative emotions than pre-adolescents. Their moods are more likely to depend on with whom they spend their time. Factors such as stress one is experiencing and being “in love” influence their moods. In recent years, there has been much more research in the ways the brain works that have shown teens use less of the area of the brain involved in empathy and are more likely to use the part of the brain involved in predicting future actions. This explains why they are less able to “read” their emotions or the emotions of others.

The following suggestions are made to help teens manage emotions more positively: understand that strong emotions are normal, be thoughtful rather than impulsive or emotional about decisions, eat nutritiously and exercise, use resources such as parents, teachers, counselors, and ask for help from people who have their best interest in mind.

Some people do not completely make the transition to adulthood until their mid-twenties when they become financially independent from parents. During this time period they may marry and begin a family as well.
 * The student will define adolescence and puberty.
 * The student will list the “tasks of adolescence.”
 * The student will be able to explain why emotions are stronger during adolescence.
 * The student will demonstrate positive and constructive strategies for coping with strong emotions during adolescence.

7.MEH.1.2 Infer the potential outcome from impulsive behaviors.
Impulsive means acting or doing without forethought. An impulsive act is not planned and potential consequences are not considered. Sometimes an impulsive action can be fun and spontaneous; other times the impulse can put one at risk for hurtful or dangerous behaviors. A teen should ask herself or himself: Could someone get hurt? Is this consistent with my family’s values and expectations? Will I regret this decision? Sometimes acting impulsively is the result of negative social pressures, such as taking a dare to jump off a bridge or trying a marijuana cigarette.

Being able to predict potential outcomes is a sign of self-control, intellectual well-being, and maturity. In the decision-making models taught as part of health education, one step is to anticipate possible positive and negative consequences before deciding what to do. One strategy that may be helpful is to consider situations and potential outcomes of impulsive behaviors: What might happen if I throw the bat after striking out? What would the results be if I shoplift cigarettes from the convenience store? What effect will I have on others if I join in the bullying of a younger student?
 * The student will be able to identify impulsive behaviors.
 * The student will predict potential outcomes of acting impulsively.
 * The student will be able to thoughtfully consider how his or her actions affect self, others, family, and community.

7.MEH.1.3 Organize resources (family, school, community) for mental and emotional health problems.
Being able to identify resources for emotional health problems involves having both knowledge and skills. A teen needs to know who his or her resources are and be able to access help from the resource. Resources can include parents or guardians, other family members, teachers, counselors, nurses, school administrators, youth leaders, and coaches.

The adult from whom one seeks help should be trustworthy and be able to facilitate assistance. They need to have the best interests of the young person in mind. Whether they can keep the problem in confidence depends on what the problem is. If the emotional health problem involves danger to the youth or to someone else, the adult will need to get formal help for the young person. For example, thoughts of suicide always require a safe plan and follow-up care. Seeking help from others requires being assertive and having the courage to reach out. (It is not a sign of weakness.) If the first person one asks is not willing or able to help, a young person needs to reach out to someone else until his or her needs are met.
 * The student will be able to identify resources in his or her family, school, or community to assist with an emotional health problem.
 * The student will be able to demonstrate asking for assistance.
 * The student will seek care for self or peers who are having mental or emotional health problems.