libr265

 

Physchology of YA

Page history last edited by Heather Neidenbach 1 yr ago
The psychology of the young adult; or, working with the YA population needing assistance in some way
Please create and add sections as you wish. Add the most recent item to the top of each section. Include the citation, a brief annotation of the item's value, your name as contributior, and the date you added it. Draw a line between each subtopic and bullet each individual entry within the section
General Resources
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Feinstein, S. (2008, June). The teenage brain: Under construction. Voice of Youth Advocates. 31(2), 122-123. Retrieved from Literary Reference Center database.
Understanding the teenage mind can be difficult for parents and educators.  Feinstein discusses studies that show that teens rely on the emotion part of the brain, the amygdala, for reactions, interpretations, and decisions.  The amygdala is the most primitive part of the brain and its main purpose is survival.  Adults are more easily able to control their emotions becasue their brains depend on the frontal lobes for decision making. Adults need to set limits and keep the lines of communication open to help teens learn self-control.  The brain grows during adolescence, which is evident in the formation of dendrites.  Dendrites form in response to stimulation.  Books can provide stimulation to promote brain development.

 

Heather Neidenbach, November 2008
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Jones, J. (2003) Saving kids from despair. How to provide the critical skills young people need to overcome adversity.  School Library Journal, 46-49.

 

Jones, a school media specialist in Naples, Florida discusses the role school media specialists and librarians can play to help youth bounce back from adversity.  She became a teen advocate as a library school media specialist after her son’s girlfriend troubling death.  She believes there are four core services that can be incorporated into library programs that can help foster resiliency in children: mentoring, reading and information skills, social skills and hobbies.  She calls it the “Library Ladder of Resiliency”.  She believes mentoring is one of the most important steps in the ladder.  She writes, “The most resilient teens remember one or two teachers who had reached out to them and made a difference.” (Jones, p. 48).

Library professionals are well-positioned to listen to youth and let them tell about their experiences.  Jones believes interacting book talks will help develop reading skills and teach vocabulary.  She starts with a powerful passage from a book, and reads it aloud, and then relates it to her audience’s personal experiences and develops group discussion questions.  Third, social skills build confidence.  Jones writes of Nelle Martin, a media specialist in West Palm Beach, who formed a group called the “Lunch Bunch” for disenfranchised teens.  Martin opened the library for teens to read, play games and gain a sense of belonging.  Martin also won a Hobbies are also a great step in building resiliency among teens.  Hobbies build confidence and give youth something that’s their very own.  This article should be on every school media specialists’ radar, and should not be forgotten.  I think she is correct that “The Ladder of Resiliency” may be the key to saving kids from despair.  

 

 

 

 Jessica Ryan, May 15, 2007

 

 

 

Agosto, D., Hughes-Hassell, S. (2006). Planning library services for inner-city teens: implications from research. Public Libraries, 45(6) 57-63.

 

        In this article, twenty-seven Philedelphia teens were interviewed in regard to how their personal development influences their information seeking behavior. The results of the study found that there are seven different aspects of teen development that contribute to information seeking behaviors and they are as follows:
  1. The social self: This aspect is responsible for developing an understanding of the social aspects of the world and how young adults interact with society in general.
  2. The emotional self: The emotional self is more internal and relates to how youth understand their feelings and emotions.
  3. The reflective self: This self is more introspective than the emotional self and deals primarily with issues such as identity and personal beliefs.
  4. The physical self: The physical self is focused on issues such as adjusting to physical changes, physical safety and self-sufficiency.
  5. The creative self: The creative self is primarily focused on developing artistic desires and aesthetic preferences.
  6. The cognitive self: This aspect is more concerned with using intellectual abilities to enhance learning and to satisfy the learning desires of youth.
  7. The sexual self: Is the ability to learn about managing, learning and accepting a young adult’s sexuality.
            The seven selves of young adults are the source for their information seeking behaviors to support their social, emotional self-reflective, creative, physical, cognitive, and sexual development. The topics that youth often search for are ones such as: social activities, relationships, identity, health, academics, sexuality, college, self-image, popular culture and current events among others that support their adolescent development. This article also presents empirical data from the study and a list of recommendations for using this information in implementing effective library services to teens. Understanding the different selves of young adults, their information seeking behaviors and how the library can fulfill those needs are essential to providing quality service to young adults.
 
-Jonathan Waltmire, 08/03/07

 

Knoth, M.V. (2006, May/June). What ails bibliotherapy? Field notes?. The Horn Book Magazine, 273-276.

Although intended for children's, rather than YA librarians, the author's sentiments are interesting to consider.  She begins with examples of how difficult it can be to find exactly the type of book a patron is seeking, because there is not a book for each particular aspect of the human condition.  Her reluctance in prescribing books as therapy comes not only from the impossibility of exactly matching situations and problems but also because reading books that deal with the person's particular problem while they are trying to deal with it may actually cause more harm than good.

She advocates "advance" bibliotherapy instead.  "Rather than address what is happening in the present, I am inclined to prepare children for emotional experiences before they occur.  I would rather inoculate children than treat the symptoms of the emotional trauma.  We give children vaccinations against measles.  We can't vaccinate against divorce, but we can give children some emotional knowledge to use when their families, or other families they know, do go through a divorce.  I advocate that we read (picture) books about death and divorce and new babies when no one is dying, when a marriage is strong, before anyone is pregnant."

Not only does this prepare readers for things that may later happen in their own lives, it gives them empathy towards what their peers are going through.  Reading one book about an anorexic teen isn't going to provide the breadth of that experience, but it will begin to open up perception for the reader.

Tamara K. Palmer, December 4, 2006.

 Irwin, J.  (2002).  Supporting Young Adolescents’ Literacy Learning.  A Joint Position

Statement of the International Reading Association and the National Middle School Association.  Newark, DE: International Reading Association.

 

This article focuses on the need to continue reading instruction in the middle school and high school levels.  Data suggest that U.S. readers are strong readers during the younger years.  Their reading level, however, drops once they reach the middle school and high school level.  Furthermore, adolescents, especially young adolescents start developing their reading preferences at this stage in their lives.  They can also use reading to help answer critical questions about themselves and the world they live in. 

 

The author suggests several strategies to improve reading skills for young adolescents.  These include 1) continuous reading instruction, 2) individually appropriate reading instruction, 3) assessment that shapes instruction, 4) opportunities to read and discuss books with others, 5) involvement from teachers, family and community members.  The author also includes recommendations for classroom teachers, policymakers, and school-based educators.

Amy Gons November 2006

 

Self Mutilation
  • Strong, M. (1998). A bright red scream: Self-mutilation and the language of pain. New York: Viking. Self-mutilation among teens is a rapidly growing problem.  Coined as “the new anorexia,” it is estimated that up to 10% of teenage girls self-mutilate in some way. Cutting is the most common.  A Bright Red Scream describes the emotional and physical causes/effects of self-mutilation, the myths and stereotypes around the disease, why self-injurers can’t stop hurting themsleves, and what the best treatment solutions are. It includes many true stories from both genders.  This book has been popular among teens and adults due to the outbreak of cutting in the last few years. Much like anorexia and addiction, cutting can become a harmful fad that spreads among social cliques as kids secretly share unhealthy behavior and then get in over their heads.

Michelle Bone 6/29/2006

 

 

Adolescent Development:

  • Levine, Mel. (2005). Ready or not, here life comes. New York: Simon and Schuster.

     

    Pediatrician Levine examines why some teens succeed in adulthood and others do not. He suggests that schools should put less emphasis on college prep classes and concentrate more on what they need in order to make an effective transition into adulthood. This generation of teens has been raised on immediate gratification with too many scheduled activities and constant peer contact. In addition they have a chronic insatiability for material things and an intense need for external stimulation. Levine discusses four major qualities and values that are common in young adults who do make successful transition. They are self–aware and excellent observers of the outside world. They have many tools such as the ability to master skills, think productively and work efficiently. Lastly they are strong communicators. His valuable suggestions for parents and educators make this an important resource for guiding teens towards successful youth development.

     

    Jill Russell, October 5, 2006

  • Lerner, R. (202). Adolescence: Development, Diversiy, Context, and Application. Prentice Hall, New York.

A standard and informative textbook used in many college adoldscent courses around the country.

David Loertscher - Spt. 6, 2006

 

  • Strauch, B. (2003). The primal teen: What the new discoveries about the teenage brain tell us about our kids. Doubleday: New York.

 

Previously scientists believed that by the time a child was a teenager their brains were fully formed. But Strauch presents new research that suggests the brain levels off in mid-childhood, then it starts changing again in the teenage years. This is the time when people grow their strongest reasoning capacity. The brain change helps explain why many teens make such poor choices and are then unable to fully explain their choices. It is their brain, not their hormones that is going crazy. It is written for parents and laymen interested in the brain. This book includes narrative about brain scans and interviews with teenagers. There are10 pages of references.

Cynthia Baran, August 8, 2006

 

  •  Elkind, D. (2001). The hurried child: Growing up too fast too soon (3rd ed.). Cambridge, MA: Perseus.  In the race to produce independent, achieving children who have the competitive edge to get into college and become successful, many parents are actually doing the opposite of what they intend.  Every parent should read this book as we face our own pressures of how to raise our children, how hard to push them, what boundaries to set around time commitments and media exposure, and how we set goals with our kids.  Society hurries and stresses children through school and a variety of other expectations.  Media exposes them to the world of sex, bodily and behavioral stereotypes, and a focus on technology rather than physical being that skips important stages in growing up to be healthy and stable. This book gives concrete ideas on ways to reduce kid’s stress level and give them back their childhoods.

 

Michelle Bone 6/29/2006

 

  • Carroll, P.(1997). Today's teens, their problems, and their literature: Revisiting G. Robert Carlsen's Books and the teenage reader thirty years later, English Journal, (86)3, 25-33. Retrieved June 15, 2006, from JSTOR. The developmental levels of young adults yesterday and today and recommended books dealing with those challenges.

 

  • The Center for Adolescent and Family Studies http://www.indiana.edu/~cafs/ A good general web site at Indiana University in the School of Education. It contains a number of links to professional sites dealing with teen challenges and for teachers working with teens.
  • Amey, L. and Elliott, S. (1997). Serving the cyberteen: Library service for the 21st century adolescent. Voya 20(1), 14-20. Retrieved June 15, 2006, from Wilson Web.

     

Richie Partington 15 June 2006

 

 

Censorship and Intellectual Freedom:

Whittingham. (2007) Controversial Books in the Middle School: Can They Make a Difference? Middle School Journal vol.38 iss.5 pg.41 –45

Article discusses why it’s important for school librarians and young adult librarians to develop diverse collections that mirror all students. This means the inclusion of books that have been seen as controversial by some, including books that contain gay characters.  The article suggests that when selecting material with homosexual characters and themes, librarians should be judicious in how they present them.  My personal opinion is that the author is overcautious in concern about glbtq issues, especially when many young adult books cover topics including violence, abuse, drugs, and the like.  However, Whittingham makes a good point in that one should exercise caution but avoid censorship, and always have a well-written policy addressing materials that are challenged. 

Meredith Lebo, Spring 08

Vandergrift, K.(2006). Censorship, the Internet, intellectual freedom, and youth. Retrieved June 25, 2006 from http://www.scils.rutgers.edu/~kvander/censorship.html This web page, set up by Dr. Kay Vandergrift at Rutgers University, contains a thoughtful essay concerning one of the thornier issues that YA librarians must be prepared to grapple with, plus lots of annotated sources for further exploration.  Find more information about libraries, children's literature, and education at Vandergrift's award-winning web site: http://www.scils.rutgers.edu/~kvander/index.html 

 

Judith Toebe, June 28, 2006

  • Small, R. (2000). Censorship as we enter 2000, or the millennium, or just next ear: A personal look at where we are,The Journal of Youth Services in Libraries, Winter 2000, 13(2)10-23. Retrieved June 15, 2006, from Wilson Web.

     

  • Greenbaum, Vicky. (1997). Censorship and the myth of appropriateness: Reflections on teaching reading in high school," English Journal, 86(2) 16-20. Retrieved June 15, 2006, from JSTOR.  Combines ideas for defending controversial books with ideas to help students improve their reading ability.
    • “Convincing parents and other well-meaning adults of the futility of censorship and of the myth of appropriateness may be impossible unless we, as teachers, are prepared to be very specific in showing how we teach reading.  While most students learn to read letters and words during elementary school, the interpretive reading process is most often developed and practiced throughout secondary schooling; the reading process, for high school youth emerging into adulthood, involves strategies for making meaning in literature and in the world."
    • "Intelligent reading obviates the need for censorship, because active readers are able to participate in making meaning from texts instead of being possibly swayed by any ‘message’ the words might convey.”

Richie Partington 15 June 2006

 

 

 

Advocacy for Teenagers:
  • Logan, J. (1997). Teaching Stories. Kodansha International. One way to learn about becoming an advocate for teenagers is to read experiences written by successful advocates. Judy Logan's Teaching Stories describes the author's experiences as a teacher in an inner city school. Her caring and excellent teaching strategies not only engage learners but provide guidance to young people at a critical age. Highly recommended.
  • Wemett, L. (1997)."Librarians as Advocates for Young Adults," Youth Services in Libraries, Winter, 1997, p. 168-76. - Definition of advocacy and advice on becoming an advocate. (w4g.PDF) (Available online through this link as restricted reading; unavailable online through SJLibrary.org).

Richie Partington 15 June 2006

 

 

SEX

 

  •  Alexander, L. and Miselis, S. (2007). Barriers to GLBTQ Collection Development and Strategies for Overcoming Them.  Young Adult Library Services, 5(3), p43-49. 

 This article describes the authors’ research into the availability of GLBT teen programs in libraries.  The research shows a general tendency to see GLBT programs and materials for teens as unnecessary because of lack of demand, or as just another part of the teen collection.  The authors also offer their advice for incorporating GLBT programs and materials into libraries, with an emphasis on understanding that the library may be the only place GLBT teens can access reliable information about sexual identity.

    - Cristen Blanding, August 10, 2007

  •  www.scarleteen.com is a no-nonsense website created to provide teenagers with information about sex and all things related to sexuality, include current political decisions that affect birth control rights. It provides this information in a manner akin to a sexual education course using the proper names for things, though the language is not so scientific as to put teenagers off. The site also gives teens an opportunity to ask questions and receive direct answers. Interestingly, several adults-only websites provide a weblink to scarleteen in order to divert underage kids who are just looking for information about sex.           

Lindsay Negrello, October 2nd, 2006

  • Gross, M. (1998). What do young adult novels say about HIV?AIDS? Library Quarterly, (68)1, 1-32. Retrieved June 15, 2006, from EBSCO.  Using a content analysis approach, this investigation systematically studies messages about HIV?AIDS contained in young adult novels by asking: (1) What are the protagonists' fears concerning HIV/AIDS? (2) Who has HIV/AIDS in these books? (3) What is their relationship to the protagonist? (4) How did they get HIV/AIDS? and (5) What is the fate of persons with HIV/AIDS in these stories?
  • Jenkins, C. (1998). From queer to gay and back again: Young adult novels with gay/lesbian/queer content, 1969-1997." Library Quarterly, 68(3), no. 3, 298-334. Retrieved June 15, 2006, from EBSCO.  One of the most definitive research studies on the topic. Contains a bibliography of 100 gay novels. Excellent.

     

  • Harris, R. (1994). It's perfectly normal: Changing bodies, growing up, sex and sexual health. Cambridge, MA: Candlewick Press. Comic book treatment and anatomically correct.

     

  • Harris, R. (1999).  It's so amazing!: A book about eggs, sperm, birth, babies, and families. Cambridge, MA: Candlewick Press.  More comic book treatment.

     

  • Coalition for Positive Sexuality http://www.positive.org is a site directed at teens to inform them about sexuality. In their own words, this volunteer group says: "Just Say Yes is about having a positive attitude towards sexuality -- gay, straight or bisexual. It's about saying "yes" to sex you do want, and "no" to sex you don't. It says there's nothing wrong with you if you decide to have sex, and nothing wrong with you if you decide not to. You have the right to make your own choices, and to have people respect them. Sex is enjoyable when everyone involved is into it, and when everyone has the information they need to take care of themselves and each other. About our language: We chose words for this guide that we use when we talk about sex with our friends.We're not doctors and we don't pretend to be, so pardon our French!

     

  • Campaign for Our Children (CFOC) http://www.cfoc.org/TeenGuide/For a web site urging abstinence, try Campaign for Our Children, a non-profit organization in Maryland. Posters, ads, advice, and numerous other resources are presented.

     

  • Webunder, D. and Woodard, S . "Homosexuality in young adult fiction and nonfiction: An annotated bibliography. The ALAN Review, 23(2) 40-43. Retrieved June 15, 2006, from Freely Accessible Arts & Humanities Journals.  "This bibliography reviews research articles and young adult titles that are beneficial for gay, straight, and not-so-sure adolescents who may be struggling with their sexuality."

Richie Partington 15 June 2006

 

Social Development:

 

 

Simmons, R. (Ed.) (2004).  Odd Girl Speaks Out: Girls Write about Bullies, Cliques, Popularity, and Jealousy. Orlando: Harcourt.  

 

A collection of writings which captures the inner life of a variety of teenage girls who talk about the pain they confront dealing with bullies, backstabbing, cliques, popularity, jealousy and other cruelties.  Parents, teachers, and social workers will find this book revealing while teenagers will find support, direction, and community in it.

 

 

Posted by  Lori Chan.  08/01/07

 

 

 

 

Magrid, L. and Collier, A. (2007). MySpace Unraveled: A Parent’s Guide to Teen Social Networking from the Directors of BlogSafety.Com. Berkeley, CA: Peachpit Press.

 

This book introduces parents, teachers or anyone who is unfamiliar to myspace and other teen networking sites to the basics of what teen networking sites encompass. This book specifically takes a novice through the steps of setting up a Myspace account. What I found most useful beyond the technical aspects of setting up and using a Myspace account was the very non-judgmental and practical tone set by the author’s. They demystify social networking and remind those of us in different generations that teen networking has been a part of our society for many decades, and this is just the most recent manifestation of it. For parents and others concerned about teen use of social networking sites, this book has practical solutions, and breaks down the scary myths and statistics we all see in the news about the horrible things that do occur when predators succeed. They do advise talking openly with one’s children about internet safety issues and recommendations for how parents/caregivers can monitor their teen’s activities without being the “KGB”. Overall, it’s a helpful book that’s also a quick read. Communication with the children we’re in contact with on a daily basis is always the best answer, and it’s great that these authors also believe in communication with one’s children.

posted by Emily S. Henning, May 13, 2007

 

Shandler, Sara (Editor). Ophelia Speaks: Adolescent Girls Write About Their Search For Self. New York: Harper Perennial, 1999.

Inspired by the book Reviving Ophelia, Sara Shandler, a high school student, recruited pieces from other high school girls about the trials and experiences of being a girl. Dealing with romance, parents, friends, race, drugs, and sexuality, the book explores the issues that are faced by all teens by concentrating on the individual voices of a few. Interestingly, this is a book that deals with teen problems from the direct point of view of teens -- rather than those who work with them or those who feel they have their best interests in mind. The voices are startling -- fresh, original, unique, and as varied as their authors. The fact that the entire project was organized by Sara Shandler when she herself was a teenager is perhaps even more amazing.

Elizabeth McMunn 3/30/07

http://www.opheliaproject.org/main/index.htm  This is the website of the Ophelia Project, a nonprofit organization designed to help young girls maintain "healthy peer relationships." The Project is particularly interested in "relational aggression," the subtle kind of bullying which is often carried on covertly, using relationships as weapons. Most frequently seen in girls, relational aggression can include such tactics as gossip, ostracism, and increasingly, "cyberbullying" conducted via text message or website. This phenomenon was until recently dismissed as "girls being girls," but is beginning to experience something of a renaissance in a post-Columbine atmosphere. The Ophelia Project web site contains information about relational aggression and its affects, and offers curriculum to be purchased and used in schools or other environments.

Lindsay duPont, 28 November 2006

  • Beck, C. M. & Wade, M. (2004). Got game: How the gamer generation is reshaping business forever. Boston: Harvard Business School Press.

     

     

    People who play video games are different than people who don’t. This book was published to help employers learn to effectively manage the gaming generation. This book helps non-gamers bridge the gap with the gamers. It is aimed a slightly older age group than teens, but just about all the advice applies. Besides the obvious: don’t judge based on appearance, there are helpful suggestions like offer opportunities for multitasking and take advantage of their desire to be an expert at something. The business strategies can easily be adapted into learning and teaching strategies for teens. There are 6 pages of references.

Cynthia Baran, August 9, 2006

  • Hepburn, M. (1997). TV violence!: A medium's effects under scrutiny, Social Education, 61(5), 245-49. Reviews the research on violence and television urging that media literacy be a part of every child's education. (Available online through this link as restricted reading; unavailable online through SJLibrary.org).
  • Houdyshell, M. and Kirkland, J. (1998). Heroines in Newbery medal award winners: Seventy-five years of change," Youth Services in Libraries,11(3) 252-61.  Retrieved June 15, 2006, from Wilson Web.  The authors trace strong female characters over the years to six heroines out of the last 12 years.

Richie Partington 15 June 2006

 

 

Spiritual Development:

  • Warner, Mary I. (2006) Adolecents in the Search for Meaning. SScarecrow Press, Lanham, MD> A fine booklist and discssion of the power of story to help teens deal with the difficult issues they face such as death, war, fmaily tragedy or other problems of the current world. Warner gathered reccomendations for her titles from over 1400 teens. David Loertscher, Sept. 10, 2006.

 

  • Mendt, K.(1996). Spiritual themes in young adult books. The ALAN Review, 23(3) 34-36. Retrieved June 15, 2006, from Freely Accessible Arts & Humanities Journals.  Discusses belief systems, the quest for spiritual knowledge, identity and spirituality, and provides a bibliography of YA books that confront spiritual themes.

     

  • Shaw, D. (1995). The treatment of religion and the independent investigation of spiritual truth in fiction for adolescents," The ALAN Review, 22(2) 20. Retrieved June 15, 2006, from Freely Accessible Arts & Humanities Journals. Takes the view that readers learn much about religion from YA fiction and not all of it bad.

Richie Partington 15 June 2006

Drugs:

 

 

 

 

 

 

Older material:

Young Adult Literature and the World of Teenagers

 

• The Teenage Problem Novel(w4a.html)

The CCBC analysis of the problem novels of 1997.

 

Adolescent Development

General

• Book: CQ Researcher on Teens in America. CQ Press, 2001. Articles covering the issues contronting teens, their parents, and the government

Physical development and Health

General

• Professional Reference Book: Bowman, Cynthia Ann. Using Literature to Help Troubled Teenagers Cope with Health Issues. Greenwood Press, 2000. Articles and annotated bibliographies to build collections. For librarians and health professionals.

Drugs

• For older teens, a recommended source for drug information is: Cynthia Kuhn, Scott Swartzwelder, and Wilkie Wilson: Buzzed: The Straight Facts About the Most Used and Abused Drugs From Alcohol to Ecstasy. Norton, 1998.

• Book (w4p.pdf): Levant, Glenn. Keeping Kids Drug Free: D.A.R.E. Official Parent's Guide. Laurel Glen Pulishing, 1998. (5880 Oberlin Drive, Suite 400, San Diego, CA 92121-9653) - an excellent guide to the problem and what to do about it. Here is available the introduction and first chapter, "It's Up to You." Purchase is highly recommended.

• Book: Hirshfelder, Arlene. Kick Butts!: A Kid's Action Guide to a Tobacco-Free America. Scarecrow, 2001. Definitely aimed at the teen reader with interesting format and an obvious source for a report.

Sex

Internet Sites

• Porn sites. Just in case you are wondering, Newsweek, June 12, 2000 reports that E-porn remains one of the fastes-growing and most profitable sectors in cyberspace - almost a billion-dollar industry. Visits to porn sites comprise a third of all Internet usage. There are thousands of commercial porn sites, with about 40 new ones added each day. The top sites are:

PornCity

Kara's Plaground

Erotism

Schoolgirls-4U

ErosVillage

Amateur Pages

Ygal

TeenSteam

CunTV

High Society

Interestingly, Newsweek reports that 70 percent of e-porn traffic occurs during the 9=to-5 workday.

Professional Articles

• Professional article (w4l.pdf): Jervis, Lisa. "Rubyfruit Junglegym: An Annotated Bibliography of the Lesbian Young Adult Novel," Bitch: Still El Nino, vol. 3, no. 1, 1998. - About ten titles old and new and listed and annotated.

• Wilcox, Brad. Growing Up: Gospel Answers about Maturation and Sex. Bookcraft, 2000. What Mormon teens shold know.

Student Projects

• Gloria. Resources for Pregnant Teenagers: Emotional, Physical, Nutritional Well Being for You and Your Baby. w1Pregnantteengers) 2001.

• Gwynne, Melissa. Eating Disorder Resources for Young Adults (w1eatingdisorders). 2001

Disease

• Student project: (w4x.html) Teens with Medical Problems by Laura Haessler.

• Student project: (w4y.html) Mental Illness Resources for Young Adults by Caroline Elizabeth Weber.

 

Emotional Development

Books

• Daldry, Jeremy. the Teenage Guy's Survival Guide: The Real Deal on Girls, Growing Up, and Other Guy Stuff. Little, Brown, 1999. Pop psychology in teen lingo with a contemporary slant.

• Williams, Terrie. Stay Strong: Simple Life Lessons for Teens. An African-American's hip advices on how to think and act for yourself.

•Professional Reference Book: Kaplan, Jeffrey S., ed. Using Literature to Help Troubled Teenagers Cope with Identity Issues. Greenwood Press, 1999. Essays and annotated bibliographies of books for teens and professionals. For the librarian and the counselor.

Student Projects

• Bucklin, Terri. Helping Teens Cope With Death & Grief. (w1deathgrief). 2001

• Peterson, Elizabeth. The Diary (w1diary). 2001

 

 

Social Development

Teen Life

• Packer, Alex J. How Rude: The Teenagers' Guide to Good Manners, Proper Behavior, and Not Grossing People Out. Free Spriit Publishing, 1997. Advice. Interesting format.

• Professional reference book: Carroll, Pamela S., ed. Using Literature to Help Troubled Teenagers Cope with Societal Issues. Greenwood Press, 1999. Essays on problems with annotated bibliographies. For the librarian and counselor.

• Student Mini-Expert Project (w1RealityCheck): Reality Check by Susan Fitzgerald. 2001. Recommendations of materials about real teen lives, real adventures, war stories,

Violence

Gangs

• Website: Crews: Gang Members Talk to Maria Hinojosa. Amazon.com's book review of NY Times reporter Hinojosa's discussion of gangs with various gang members.

: The Law

• Drowns, Robert W. and Karen M. Hess. Juvenile Justice. 3rd ed. Wadsworth, 2000. A textbook on the juvenile justice system with an accompanying web site exploring many avenues of teens and the law.

 

Spiritual Development

• Major religions: (w4b.html) Teens can find official sources for most major religions and churches on the web with a little guidance.

• Professional article (w4s.pdf):

• Student project: (wv.html) Christian Literature for Young Adults by Terresa O'Donley.

• Book: Wilkinson, Bruce. The Prayer of Jabez for Teens. Multnomah Publishers, 2001. A Christian pop-gospel spinnof of an adult best-seller.

• Book: DeLong, Janice and Rachel Schwendt. Contemporary Christian Authors: Lives and Works Scarcrow, 2000. Short biographies and bibliographies of evangelistic authors.

• Book: Robinson, Sharon. Jackie Robinson's Values to Live By. Scholastic, 2001. Covers nine values: courage, determination, teamwork, Persistence, Integrity, Citizenship, Justice, Commitment, and excellence. Mixes a little baseball in with a lot of advice.

 

 

Censorship and Intellectual Freedom

• Report to Congress (w4aa.pdf) Commission on Child Online Protection (COPA. "Report to Congress, October 20, 2000). A report reflecting its study of technologies and methods designed to reduce access by minors to harmful to minors material on the Internet.

• Professional article (w4z.pdf)

• Professional article (w4i.html): Donelson, Ken. "Filth" and "Pure Filth" in Our Schools - Censorship of Classroom Books in the Last Ten Years." English Journal, Feb., 1997, p. 21-25. - A discussion of the most-reported censorship cases.

• Check out this A Brief History of Banned Music for an annotated list of offensive music to some groups across the decades.

• Professional article (w4o.pdf): Stoehr, Shelley. "Controversial Issues in the Lives of Contemporary Young Adults," The ALAN Review, Winter, 1997, p. 3-5. - Explores the history of controversy and wonders how many YAs really read much of it anyway.

• Professional article (w4q.pdf):

• Intellectual Freedom Manual. 5th ed. American Library Association, 1996.- - The bible.

• Censorship in Childrenís and Adolescent Literature. Para-Doxa: Studies in World Literary Genres. (Para-Doxa, PO Box 2237, Vashon, WA 98070), 1996.- - More than 25 articles by scholars from around the world discussing the perspectives of censorship. Included authors are: Alleen Pace Nilsen, Ken Donelson, Millicent Lenz, and Ursula K. LeGuin.

• Hit List: Frequently Challenged Books for Young Adults. American Library Association, 1996.- - Book descriptions, challenges around the country, reviews, awards and prizes, references about the author, sources recommending the book, and audiovisual resources. Titles covered include: Huckleberry Finn, Annie on My Mind, The Arizona Kid; The Autobiography of Malcolm X., The Catcher in the Rye, The Chocolate War, Christine, The Clan of the Cave Bear, The Color Purple, A Day No Pigs Would Die, Fallen Angels, Flowers in the Attic, Forever, Go Ask Alice, The Great Santini, Grendel, The Handmaidís Tale, I Am the Cheese, I Know Why the Caged Bird Sings, Lord of the Flies, Of Mice and Men, The Outsiders, Running Loose, Slaughterhouse-Five, The Whatís Happening to My Body Book for Boys/Girls.

• Doyle, Robert P. Banned Books 1996 Resource Guide. American Library Association, 1996.- - How to celebrate Banned Books Week and why. Contains bibliographies of banned or challenged books.

• Bosmajian, Haig A., ed. The Freedom to Read. Neal-Schuman, 1987. - - A good sourcebook of the court cases to the date published. Each case contains enough original source material for a good report.

• web site: "Sex, Censorship, and the Internet" is a source created by Carl M. Kadie discussing the issues but also providing a few case studies with real issues and then "what happened in the real world answers." See it at: http://www.eff.org/Censorship/Academic_edu/CAF/cafuiuc.html

 

Parenting of Teens

Books Panzarine, Susan. A Parent's Guide to the Teen Years: Raising Your 11-14 Year-Old in the Age of Chat Rooms and Navel Rings. Facts on File, 2000. Advice from a Dr. of adolescent health.

Horn, Wade F. and Carol Kough. Better Homes and Gardens New Teen Book: An A-to-Z Guide for Parents of 9- to 16- Year-Olds. Merideth Books, 1999. A pop-book, easy-to-read, creative format book with common-sense advice

 

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