This paper shares the contribution of adolescent development research to service learning research with the goal of strengthening service learning. The paper discusses four areas of research on adolescent development and considers three implications for service learning program development and research. It discusses in detail the following…

This article examines stresses faced by today's adolescents, the problem of alienation from adult society, and some partial answers to these problems. (CJ)

Presents the Indiana Wilderness Challenge, which is a program committed to coordinating the strengths of every possible community effort in helping troubled young people face the struggle of moving from childhood into the adult world. The primary focus is prevention of institutionalization and involvement in the juvenile justice system. (CT)

Examines the relationship between self-evaluation and social comparison in adolescent males during their last two years of high school. The question is empirically examined in two realms that capture primary features of the adolescent transition: physical transformation and social role reorganization. (Author/RH)

An initial attempt to obtain normative data on adolescent home-leaving is represented. Young adults defined home-leaving as personal control, economic independence, residence, physical separation, school affiliation, dissociation, emotional separation, or graduation. The subjective meaning of these definitions is discussed. (Author/GK)

Examines the contemporary young adult novels of four authors. Shows that studying these novels, which have believable teenage characters, can help the young to see cruelty as selfish, stupid, or vicious, and to become aware of and control their own cruel impulses. (RL)

This paper examines historical and future conceptions of adolescence, focusing on how colonialism and its racist underpinnings helped produce turn-of-the-century scientific knowledge about adolescence, using critiques of colonialist discourse to examine the persistence of the youth-as-primitive view, and discussing three dimensions of knowledge…

Verified the correlation between family functioning and the presence of psychosocial risk in adolescents. Analysis of 279 intact families revealed that a supportive relationship and adequate communication between parents and adolescents correlated to the absence or presence of psychosocial risk. Fathers supplied reliable information regarding…

Discusses trends in adolescent research during the previous six years, including theoretical/methodological orientations and substantive foci, conceptual themes, and future directions. Describes the increasing stress on both the ecology of adolescent development and on the dynamic interactions between this ecology and both intraindividual change…

The designation "full-service community school" encompasses concepts drawn from the diverse fields of youth development, risk-prevention, family welfare, community improvement, and, of course, educational enhancement. This article describes a model community school. (GCP)

Examined level and stability of global and domain-specific self-concepts in adolescents aged 11-20. Six of self-concept domains were stable over time. In remaining three domains, there was significant increase in perceived competency. Growth curve modeling highlighted individual differences in level and change in self-concept for each of the…

Discusses what is necessary for restructuring the roles and relationships among parents of adolescents and schools to achieve more meaningful partnerships. Describes needs of adolescents such as appreciation and belonging. Offers specific examples of how parents and schools can collaborate to build positive adolescent identities. Recommends how…

Using Erikson's theories on identity development as a framework, this paper examines the motives for and contexts of suicide among preadolescents, adolescents, and young adults, identifies specific school-age populations that are vulnerable to suicide, and discusses implications. (Contains 45 references.) (GCP)

Discuss how teachers should respond to children and adolescents with unexpected chronic illnesses or mental disorders. (PKP)