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Essay / Research Paper Abstract
This 5 page paper examines two articles that examines the causes of "storm and stress" during adolescent development. The articles are Eccles (et al, 1993) Development During Adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families, and Masten (2001) Ordinary magic: Resilience process in development. The paper summarised the finding and then contrasts the conclusions of the research. The bibliography cites 2 sources.
Page Count:
5 pages (~225 words per page)
File: TS14_TEadodev.rtf
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Unformatted sample text from the term paper:
al, 1993) in the article Development During Adolescence: The impact of stage-environment fit on young adolescents experiences in schools and in families, looks at the external causes that can influence
the level by which the difficulties of adolescence may be determined with the hypothesis that it is a mismatch between the needs of the developing adolescent and their environment at
home and at school that has a significant contribution to the occurrence of the "storm and stress" appearance. Masten (2001) in the article Ordinary magic: Resilience process in development, takes
a different approach, rather than looking at deficits and the way disadvantages there is an evaluation that looks to the adolescent themselves concentrating on the levels of resilience and the
way resilience is developed as a system that helps them adapt to the situation. By looking at both these articles we can assess how the different approaches may be seen
as complimenting each other as well as giving different information on the study of the adolescent period. Eccles (et al, 1993) notes that adolescence is a difficult time, when
entering this there may be a the start of a negative spiral. Symptoms noted in the literature review include a decline in grade averages at school and potential dropout. This
may occur at the same time as a drop in interest or motivation to participate at school and increases in anxiety. Family relationships and interactions also suffer in similar patterns
for some adolescents. The influences that impact on the negative were measured with primary research that used a study two years in length with four waves on a large scale
with about 1,500 adolescent subjects (Eccles et al, 2001). The study followed the subjects from the elementary sixth grade into junior high school seventh grade. The study was complicated by
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