Emilie+(2)


 * Record of Assignments**
 * Name of Student:** Emilie Macek



SIX CONNECTIONS TO BREAKFAST CLUB CHARACTER: Brian
-By observing Brian's physique compared to the other male characters in the film I would assume Brian hit puberty late and is not done maturing. He is gangly, ill-proportioned, and has less developed muscle. In addition to this, boys who have early onset of puberty (like Bender and Andrew) tend to be seen as more attractive. This is supported in the film because Brian is the only male character not to end with a girlfriend. (pages 284-287) -Brian's family life is a good example of authoritarian parenting. In the film, we see Brian's mother scold him for his detention and address the issue in a strict, cold way. (page 307) -Suicide. Brian is an adolescent who thought about, planned, and was going to attempt suicide because his academic expectations were not met (F in shop). According to our text teens considering suicide suffer from multiple stressful events, including frequent parent-child conflict, abuse, (in Brian's case verbal abuse), and the breakup of peer relations. All of these connect to Brian. ALSO! Boys are more likely than girls to choose instant death strategies for suicide. Brian chose a "gun" (not knowing it was a flare gun) which supports this. (page 331) -Moral reasoning: I would say Brian falls into the "good boy-good girl" stage (stage 3) of Kohlberg's theory. This stage instills a desire to obey rules because they promote social harmony and affection/approval of friends. An individual in this stage is trustworthy, loyal, respectful, helpful and nice. Brian definitely tries to follow the rules in order to be seen as a good kid (he tries to tell his peers to follow the principal's orders, he doesn't tell the principal he has the drugs so he doesn't get in trouble) and he also listens to the rest of the breakfast club in order to maintain his new friendships (ends up breaking some rules like using the drugs to gain approval). -Identity foreclosure: Brian starts off in identity foreclosure (as do all the breakfast club characters). Because of his parent's, teacher's, and peer's expectations his is the "BRAIN" and must do well in his classes. Being stuck in this foreclosure and its expectations is what leads Brian to consider suicide. By the end of the film Brian does make some strides towards moratorium because he has explored different groups of people and values; however, because he is STILL expected by others to write the paper and write it well he is still being pressured to be the brain. -Self-disclosure is another term that is shared by all the characters in the film. At the beginning of the movie all the kids are strangers to each other and avoid personal connections. As the teens spend more time together, share experiences, and discuss more they all begin to disclose personal information (showing the growing intimacy between them), especially information about why they are in detention. This is where Brian shares his suicide plan, the gun in his locker, and the pressure he feels to get good grades. toc

** Adolescence **

** W : What you want to know (curiosities/inquiry questions) **
**1. What are some developmental causes of drug abuse and developmental effects of drug abuse in adolescents?**

** Resource #1 **

 * Read:**
 * The first resource I discovered is a textbook like article that covers a lot of the bases concerning adolescent drug use. The intro covered the statistics of how many kids are trying potentially harmful drugs (50% of high schoolers use illicit drugs alone), so to emphasize the need for more adolescent research. The article highlighted key changes in adolescents that occur both naturally and after the abuse of substances, including physiological, biological, social, role, and emotional changes.


 * The article had a heavy focus on brain development in adolescents.It goes step by step through the expected brain development, especially increase in self control; however it states that substance abuse can deteriorate learning and cognitive abilities, including memory for the long-term. The article also points out areas of substance abuse that needs more research to fully understand and combat the effects. Some of these areas include the short term effects of binge drinking, etc. and how age changes the impact substances have on an individual. Because adolescents drink more and longer than the average adult, the consequences could be more dangerous than expected. The article highlights how important it is to continue research on the adolescent in terms of substance abuse.


 * Respond:**
 * The aspect of the article that stuck out the most to me was how they focused on what can cause drug use, not necessarily the effects of drug use. A lot of times when we consider substance abuse and teens we implement the fear factor--teh consequences. I definitely found it interesting to consider some of the causes of drug abuse. These include some of the expected, like social pressure and the environment in which one is raised; however, the article also brought up how biological differences can cause an individual to be more likely to take up drugs. The earlier one begins the process of puberty the more likely he or she is to use alcohol, marijuana, or other drugs. This is a completely natural developmental process that can lead to drug use (I'm sure with the aid of peer groups and wanting to fit in to a certain age groups). I never would have thought there was a genetic influence towards substance abuse. Other than that, I thought the article overviewed a lot of possible developmental problems but didn't go as in depth as I would have liked. It was definitely a good introductory piece though.


 * APA Citation:**
 * Morris, Staci Leon, Wagner, Eric F. (2007). Adolescent Substance Use: Developmental Considerations. Florida Certification Board/Southern Coast ATTC Monograph Series #1. Retrieved from http://www.attcnetwork.org/regcenters/productDocs/14/Adolescent_Monograph_1.pdf.


 * Read:**
 * The second resource I had focused solely on changed in brain development in adolescents. I really found this interesting because I think some of the more social changes (behavior, delinquacy, relationships) are more easily inferred by the general audience. This article first overviewed typical development of the brain to create a compare and contrast. During childhood and adolescent the brain focuses on "refinement and pruning" (which nerve connection within the brain are necessary to maintain through adulthood). During adolescent the focus of refinement is within the frontal lobe where skills like prioritizing, strategizing, understanding rules, and impulse control takes place. This process of refinement can continue into the early, mid twenties so the development is susceptible for the complete period of adolsecence.
 * Abusing drugs while this development occurs can cause multiple changes to the brain. High drug use can damage the neural connectoins that are trying to mature within the brain. Drugs like cocaine and other methamphetamines release large amounts of dopamine into the brain (dopamine is the substance that allows us to feel reward). The dopamine is what leads to addiction; however the large amounts of dopamine being released also override our ability to see reward/pleasure in everyday activities. In other words, the ability to feel satisfaction in life deteriorates. High drug use can also lead to perception changes, which can have long term effects. In adulthood, perception focuses on problem solving, while teens often rely on primitive emotional instincts. Chronic drug use can prohibit developing teens from reaching this problem solving stage, leaving them to rely on fear, worry, and other emotions to understand life. This can cause misunderstandings in professional settings and among relationships leading to anxiety/depression and more drug use. Lastly, the article hints that it is during adolescence that we discover who we are and create some of our lifelong passions/habits. It is important to note that the habits and impulses we give in to during adolescence can be near impossible to quit during adulthood because neural connections (new identities or perceptions about self) develop/change at a much slower pace during adulthood.
 * Respond:**
 * I thought the article was very interesting because it highlighted the cognitive effects of drug abuse, not the social (which is sometimes over-highlighted). I really thought the lasta bit was interesting. I would have thought that adults were less likely to break habits started in adulthood because those choices represent their identity. Without those activities they might spiral into mid life crisis, etc not knowing who they are; however, the article points out that it is not just this social construction of identity, but the fact that are brains simply can't reconstruct our ideas after a certain age. It's not just comfort that makes us stay who we are, but its biology.


 * APA Citation:**

Sama foundation. retrieved from http://samafoundation.org/youth-substance-addiction/effects-of-drugs-on-adolescent-brain/. 2008-2010.

** Resource #3 **

 * Read:**
 * My next resource is a research study that focused on opioid and stimulant drug abuse in adolescents. The study specifically looked at the demographics behind such drug abuse, zeroing in on gender, age, race, income, and parental status (single parents v. two parents together).The study took a pool of 12-17 year olds, with data recorded over 7 years, and distinguished the non-persistant, persistant, and recent users of unprescribed medicatons. The point of the study was to categorize abusers into subgroups in order to better recognize at risk adolescents before severe drug addiction/abuse takes place and fine tune prevention strategies.
 * The findings for opioid use concluded that females over males were more likely to abuse the prescription drugs, although a reason for this is not given. It was also found that the older the adolescent the more likely the teen was a persistant user. Adolescents from lower (below $20,000 a year) and middle ($20,000-49,999) were more likely to abuse opiods than the wealthiest of adolescents tested. Minority groups were less likely to have recent onset or persistant use of opiods than white adolescents. With regards to parenting, adolescents in a mother only household were found to be more likely to have recent onset, while adolescents with absent parents were more likely to have non persistant use. Other parenting situations recorded no difference in the opioid use.
 * Stimulant use was similar to opioids. Females were more likely to use stimulants than males. Non-persistant and persistant use increased with age, but not recent onset. The adolescents in the lower economic classes were less likely to have recent onset of the drug use than those in the wealthiest category. Minorities were once again less likely to use than white adolescents and parenting had no effect on stimulant abuse.
 * The researchers then go on to explain some of their findings. For example, when it came to the race differences it was concluded that White families tend to have better health coverage and can obtain more prescription drugs, allowing easier accessibility for their teens. The researchers also inferred that parenting differences could be attributed to monitering of the children; however, without in depth knowledge of the home life of the participants this conclusion was not set in stone.


 * Respond:**
 * I really liked that this research studied some of the causes of drug abuse in a modern age. A LOT of the journals I find are from the 80's. There isn't a lot of contemporary research on adolescent drug abuse, although from personal experience I know that the heroin epidemic in adolescents is gaining attention and research. I definitely would like to know more about WHY certain subgroups are drawn to these drug uses (especially the gender difference). I am hoping that looking through our textbook will highligh some reasons that females and broken homes can lead to more persistant drug use. I think some people might be shocked at the results of the race section, since we tend to stereotype minorities as more delinquent, but it's important to note that this study focused on prescription drugs. I like that the article pinpointed healthcare as a reason (thats something I would not have thought of). From my own personal experience, knowing someone with an opioid addiction, I also know that prescription drugs are more expensive than street drugs (like weed). Minorities are more likely to be in a lower class, which could cause a barrier in this drug use; and yet the lower classes had more use than the upper classes, so that is an interesting contradiction. Overall, it was nice to see some number data that supported some inferences we make on drug abuse in adolescents.


 * APA Citation:**
 * Crano, William D., and Brandon Nakawaki. "Predicting Adolescent's Persistance, Non-persistance, and Recent Onset of Nonmedical Use of Opioids and Stimulants." //Addictive Behaviors // 37.6 (2012): 716-21. //Science Direct //. Web. 24 Sept. 2013. 

** Resource #4 **

 * Read:**
 * My last source is really three different web pages from the same site that all focus on different aspects of teen drug abuse. The first just lists some of the symptoms/signs of drug abuse, but a majority of these represent a change in development in the adolescent. Problems with the law, risky sex, depression, mood swings, anxiety, behavior problems, AIDS, brain damage, lack of hygiene, and apathy are symptoms that can all lead to further developmental problems (sanitation, identity, morals, etc). This page points out that teen drug use is much more dangerous because it is more likely to lead to addiction later in life and is harder to remedy. The next page lists the top five reasons kids experiment and use drugs. The top reasons involve stress, self-esteem and acceptance, self-medication, misinformation, and easy access. These reasons, especially self-mediaction and misinformatin, really point to a need for education on drugs. Kids need to know the dangers of drug use, and a proper education on the subject could lead to more positive moral development.
 * The last page from the site pinpoints a very specific reason kids start doing drugs. It's a new and growing trend: "Study" drugs. Kids are using specific drugs used for kids with ADHD to focus more on schoolwork and achieve more. Pressure kids feel, self-esteem, a authoritarian parent, and the desire to achieve all motivate this drug usage. Kids change their moral reasoning to allow drugs because it is "right" to get better grades. The problem here is that prescription drugs aren't viewed as dangerous when compared to illegal drugs. Teens aren't considering consequences because they don't believe they exist/


 * Respond:**
 * I think these sources really just pinpoint how important eduaction is in ending drug abuse in adolescents and helping develop positive morals and choices. I think its important to have some sort of curriculum that focuses on drug abuse before it starts happening in adolescents because a lot of the reasons listed for using drugs could lead to dozens of different issues. Which means that you can't really fight the drug use until after a child is already hooked and showing specific symptoms of drug abuse. There really isn't a way to know its going to happen before it does, so by educating students we can stop them from making those choices.

> ** 5. Sexuality Activity ** ([])
 * APA Citation:**
 * http://casapalmera.com/the-effects-of-drug-abuse-on-teens/
 * http://casapalmera.com/top-5-reasons-teens-use-drugs/
 * http://casapalmera.com/study-drugs-an-emerging-trend-in-drug-abuse/

My resource involved the ThinkB4YouSpeak campaign and how to introduce the ideas presented in the campaign within a classroom setting. The campaign focuses on not using the phrase "That's so gay" but the message extends towards any sort of offensive language. A lot of us probably saw the pizza commercial or the hilary duff commercial where they demonstrate how using the term gay to describe something negative is an insult to someone who identifies as gay. The resource found on GLSN describes several ways to introduce the concepts found in the campaign within a classroom setting .I think a lot of the activities listed would be appropriate in a study period session (in my middle school these were called STAR periods) or school assembly. Some of the activites described were a staged court case about using the phrase "that's so gay," discussing impact versus intention (how we don't think about alternative meanings), and planning a school wide campaign. The resource also suggested bringing up general diversity issues through the curriculum (this is something I've always stressed in my education courses. Especially through literature since I'm English Ed.)
 * Describe your resource:**

http://www.youtube.com/watch?v=3fbqIEaOs1A
 * Link to your specific resource:**

http://www.youtube.com/watch?feature=player_embedded&v=uEpBYKOs3ys http://www.thinkb4youspeak.com/TheCampaign/Print_Cheerleader.jpg http://www.thinkb4youspeak.com/TheCampaign/Print_Jock.jpg http://glsen.org/article/thinkb4youspeak-guide-educators-grades-6-12 (can download educator quide here)

**Observation Site Information**
[you must confirm with site it is okay to observe with your location, then delete instructions in brackets]

** A. Site details: **
> Contact person: Ms. Halla Shteiwi >
 * Name of site: Hughes Cheerleading Practice/Games
 * Link to site: http://hughes.cpsboe.k12.oh.us/AthleticsWebsite/Content/Cheer.htm

__ ** B. Describe your setting ** __
Hughes high school is a very beautiful building archetectually. It has that feel of a classic, esteemed school building. Cheerleading open gym is held in the auditorium, so its very spacious. There's quite a bit of graffiti on the backs of the auditorium chairs, which I think is great example of some of the maturity levels, attention issues in adolescents. It could be deviant behavrior, but it could also represent boredom in students. The students perform/practice on the stage which makes it easy for me to observe everything and everyone.

Another huge aspect of this setting is demographics. I am, literally, the only white person in attendance at these cheerleading practices. It's definitely interesting to be the minority for probably the first time in my life. I went to a dominantly white high school and my first year of college was spent at Miami University (one of the least diverse college campuses in the country). There is definitely a culture element that affects the setting during my observations.

__** C. Describe what you did at the site (free-write/journal formatting) **__
First visit is complete! I was definitely the wallflower today. I introduced myself to the coah but that was all the talking I did. I definitely got a few stares walking into the high school, most likely because of my race and my lack of uniform, but the students at cheerleading forgot I was there after awhile. I took in a LOT today. Physical appearances, gender (there's ONE boy on the team and I'm hoping to get the chance to talk to him), style in relation to sexuality, leadership roles, etc. It's pretty cool how much you can take in just by sitting around. A lot of these details I'll go over in the next section whe I specifically talk about physical, cognitive, emotional, social, etc.
 * __ 1st visit: September 5, 2013 __**

A couple of things I took note of in the cheerleading setting alone was the huge priority on physical fitness. All the girls, even the ones who turned up late, were required to run ten minutes for cardio and warm up before practice. There were some girls there who struggled but never gave up completely. Part of this is the authority of the coached urging them to keep running (adult/student relationship), but I infered that encouragement probably came from the peers that continued to run. No one wants to be seen as the lazy one or the incapable one or the unhealthy one or the one left behind, especially when the season and the team has barely started. These early practice sessions are a lot like tryouts and girls don't want to be picked out for negative reasons.

At one point the cheerleading team moved outside to practice stunts and jumps. Here I noticed that a lot of the girls, especially the younger ones, seemed more relaxed, talkative, etc. This could be because the practice time was almost to a close, but I also think it has to do with the less rigid environment. An echoing auditorium is a little more intimidating than the outdoors...which is why I think a lot of teachers have discussion outside during nice weather. People loosen up. While we were outside I got a chance to observe some of the other kids waiting for rides, etc. I did notice some much younger kids in different uniforms, I'm assuming early middle school aged from their builds, who were loudly using profanity (the F word). I thought was an interesting representation in their development and how culture has maybe changed...I never DARED use language that was inappropriate when I was younger. And I still don't feel comfortable with it today. The other big thing about being outside was BOYS. A lot of the cheerleaders' attention was elsewhere when they weren't performing for the coaches...I know for sure at least three of the girls were directly talking/staring at one of the boys on the staris. And the boys certainly noticed the large group of ladies on the lawn as well. Definitely an example of teen sexuality!

My second visit to cheerleading practice at hughes high school! There was quite a bit of chunk between the first and second but last week one practice was canceled and the other I had to miss for a volunteer training. The biggest change in my first hour and this one was the size of the group. Open gym ended last week and the girls were cut down from 28 to 8 (and the one boy making it nine). So, this was the first official varsity cheerleading practice of the semester. It was definitely easier to make social observations with the smaller group. One of the things I noticed almost right away was the technology being used before practice had officially begun. Iphones and Ipods being used, one girl even complaining that she forgot to bring her phone charger---because that would be necessary during cheer practice? I think it just shows again how attached this generation of adolescents are to technology and social networks. Another big thing I noticed was that the group was much more talkative/teasing and relaxed. This could be because the pressure was off (they had made the team), because they were the select/superior, or just because they were forced into a close knit group/team by making it. I think its definitely beginning evidence of a clique or crowd made of the cheerleaders being formed.
 * __2nd visit: September 17, 2013__**

Even within the team though there was some separation. When doing the warm up jog most of the cheerleaders ran in pairs with a specific person. This was the same person they chose to stretch with and chat with during most of their down time. Also, the entire squad split into smaller groups in order to learn the routines more efficiently. This is understandable but one of these groups (including a Captain, the boy, and one other girl) frequently left the auditorium and the team to practice on their own. It could be that there is better focus away from the entire group; however, I did notice that this group of three seemed to catch on to the routines more quickly and more confidantly so it made me think that they viewed themselves as better and therefore deserved their own practice space.

The last thing I really noticed during this session was that this smaller group of girls was much more focused on learning the routine. That could be what set them apart from the others during tryouts (unfortunately I missed a majority of these practices so couldn't be sure). I also think that making the team instilled in them a pride they don't want to lose. Adolescents don't want to be seen as failures. Another reason that the girls seemed much more focused is that their first game is this Friday where they will be performing in front of all their peers, families, and community members. Not just their teammates who are struggling with the same choreography. Lasly, I learned that the squad is a competition squad during the off season. So perfecting routines and stunts now will make them stronger competitors later.

My third visit was pretty uneventful. The entire practice was made up of smaller group learning; however, all but one of the groups leave the auditorium to practice and our out of sight (I have to stay with the coach while I'm there). So, I'll admit it. Today I definitely daydreamed more than usual. And I still haven't gotten the chance to talk with any of the cheerleaders because they start at 3:30 and keep extending their practices later into the evening when I can't stay. I'm hoping that this can be resolved when I attend a football game for my fifth visit.
 * __3rd visit: September 19, 2013__**

One thing I did realize today is that the Varsity team girls are all average or underweight. I would be interested to know how the girls who tried out who were slightly overweight would react to this. Do people assume cheerleaders have to be thin and attractive? Does this affect the body image of the girls on the team and the ones who don't make it? I once interviewed for a job at Hollister in high school (a store known for hiring attractive people). When I didn't get the job I assumed it was because something was wrong with my looks. I would make the inference that some of the girls who tried out might think the same, especially those who felt like the knew the routines and material necessary for tryouts. Since I missed the practice where girls got cut I can't analyze their reactions to support this theory.

So today was my last vist to cheerleading practice (my fifth "hour" will be fulfilled with a home game this Friday). I definitely lucked out with this practice too, because it was team bonding day! It gave me the opportunity to observe more social behaviors and talk to the girls myself. For team bonding, the girls got together to paint a banner for their team (Let's Go Big Red, Beat Those Tigers!). Before they started Coach S. mentioned that its hard to work with ten other people that have different expectations, ideals, style, etc, but this activity would challenge that. It was all about cooperation and building the team (but also about having fun amidst all their hard work). When they started designing their banner there was a lot of brainstorming/shouting out of ideas and a lot of logical discussion. The girls were looking ahead to see if certain designs/slogans suggested would be more appropriate at a later date (homecoming, mascots, etc). It may not seem like the most intellectual example, but I definitely think this is an example of abstract thinking in the works. The girls were all discussing future projectsand where certain design strategies would be more appropriate without seeing those banners in front of them. The girls were also asking a lot of questions to eachother about how something should be painted in order to think of even more ideas and to prevent mistakes on their part.
 * __4th visit: September 24, 2013__**

While painting was going on a lot more chitter chatter took place than at regular practice. My laptop was set up to pandora radio, shoes were off, the coach was in her classroom and a much looser environment was created. Conversations involving dating, cheating ("It's crazy how a guy can be crazy about a girl and then be that close to cheating on her."), sexuality (more so jokes about sexual activity) were taking place as well as more shallow topics like music and pop culture (the girls did NOT want to listen to Nikki Minaj but loved Lil Wayne and Justin Timberlake..we discussed the unanticipated NSYNC appearance at the MTV awards). So definitely some intimate disclosure among the teammates, showing the development of close friendships.

The last thing that popped up a couple of times in conversation was financial issues. Most importantly is the financial responsibility of being on the cheerleading team. Girls who can't afford to pay fees or for equipment may not be able to tryout or commit to the squad. Not being able to afford to take part in certain extracurriculars can affect a student's search for identity, their social development, healthy choices, etc. Cheerleading and other activities can also keep kids "off the streets" and away from delinquent behavior. I think this is a good example of how economic class can affect development. The other financial issue that came up doesn't necessarily have to do with cheerleading. One of the Seniors on the squad was telling me how she had transfered to Hughes and hated it. She brought up lack of resources, field trips, funding for some of the Senior Activities, etc. We talked about how that has a lot to do with district funding. But she also mentioned how it has to do with parent and community involvement. At her last school the PTA was huge and had fully funded a DC trip for students at no cost to them. Parents cared and made that obvious. At Hughes, she said, not enough parents in the area cared or made an effort to support the students. A PTA her mom had started had three members and ended up failing. With this lack of community support, schools can feel like a colder place and lack certain resources. I think this can also lead to slower or more negative development in teens both at home and in the school.

My last observation visit I spent at an actual Hughes High School football game to see the cheerleader's perform for the first time. One of the most striking things I noticed was the audience itself. When the game started there was less than 50 fans for Hughes (and this was a home game). The loudest and most enthusiastic fans were a cheerleader's family members, there to support HER not the actual football players. I think this goes back to what I mentioned at my last visit; how community/family support can be crucial to the esteem of an adolescent. Hughes lost their game and I'm wondering if its literally because of their lack of talent or if it apathy because no one attends that wants to see them win.
 * __5th visit:September 27, 2013__**

Something else that really interested me involved the cheerleaders. The uniform order hadn't come in yet, so the girls who were new to the team were dressed in khaki's and polos (similar to their uniforms at school). They did warm up and practice as a whole team; however, as soon as the game started only the girls who had uniforms from previous years (4 girls total) were allowed to cheer on the team. The other girls sat on the sideline without participating. I understand the logic behind this and wanting to look like a professional team, but I feel like this action enouraged artificial beauty, show, outer appearance over the values of teamwork, loyalty, and cooperation that are supposed to be a part of being on a team. I think this actio could ultimately affect moral development, peer relations (choosing those who look or dress like you versus those who are different), and even body image with the beauty angle. I think doing this made the other girls feel inferior since it highlighted that they were rookies and possibly less excited since this was the first game the girls would have cheered at in their career.

Seeing the cheers performed and not just practiced also made me notice how they were culturally tweaked. There was a lot of hip hop influence on the cheers themselves, which represents the girls' adolescent and African American culture. The dancing was more loose and sassy compared to the traditional strict motions of cheer. Even the vocals in one cheer switched from chanting to quicker and more rap-like singing. I think the girls definitely seemed like there having more fun with this relatability in the cheers, especially when compared to the cheerleaders at my high school who seemed robotic and bored using the same technique every single time. So that cultural relevance definitely inspires a little more passion and makes the girls enjoy the experience more.

** Physical **

 * What did you notice about the physical differences between boys and girls (pp. 283-288)?**

Since I am observing a cheerleading team there isn't a lot of comparison to be made concerning gender; there is only one boy on the time; however, I will go into detail on different body types among the girls. At the beginning of practice, the coach took attendance by grade so it was very easy for me to differentiate and notice the physical differences. A majority of the freshman were lankier/more slender than the upperclassmen; however the few junior high girls also attending open gym had a heavier build. My first thought on this was that maybe they represent the generation of US kids most challenged with childhood obesity, but without knowing their individual backgrounds/environments I wouldn't be able to say this for sure. Most of the sophomore, junior, and senior girls had fully developed chests and curves an obvious sign that puberty had been completed. There was one exception to the seniors that really stood out. She was exceptionally thin, tall with long arms. If not for her healthy hair/fingernails and the knowing jokes on her skinniness between herself and the coach I would have suspected anorexia nervosa.

A quick statement with the male on the team--His build was definitely more straight cut than most of the girls (no developed hips or such). He was not the tallest on the team. He was toned, but not necessarily "huge" with muscle, so I think this represents natural differences in boys and girls and the fact that boys reach their climaz a little later in life.

I didn't really notice any major mood swings or negative feelings during practices; however the book does say that adolescents usually had more positive mood points when spending times with peers and especially Friday and Saturday nights with peers (p. 289). Everytime I was with the cheerleaders they were working together with peers (at practice) or enjoying a typical high school Friday night at the game.
 * What did you notice about the adolescent’s mood (p. 289)?**

The adolescent's relationship with the coach (the only adult around) varied by the age groups. The seniors who had obviously been on the time before were relaxed with her, joking with her, and more comfortable talking with her. The coach's behavior towards the older girls was also much more colliquial and less strict than with the rookies. This can be justified by a few reasons; the senior's longterm relationship with the coach, the senior's being much closer to the adulthood age than the younger girls, or just the nerves felt by the younger girls as they learn cheer routines.
 * What did you notice about the adolescent’s relationship with adults (p. 289)?**

I think body image most affected the cheerleader's behavior in fashion choice. Cheerleading uniforms themselves are form fitting and made to accentuate curves; however, even in practice the girls (who had thinner more fit bodies) wore torn shirts and leggings, tight fitting shirts, "short shorts, etc." The girls who had a larger build tended to wear looser shirts and longer pants.
 * What did you notice about the role of body image in adolescent behavior (p. 290)?**

Another aspect about body image is that most of the heavier girls who had tried out didn't make the team after cuts. This can be attributed to lack of flexibility or athleticism, their cognitive ability to learn the routines, shyness even; however, I would infer that the girls cut would make a connection between beauty and their size, even if this wasn't the case. Cheerleading is an activity that has a reputation prettiness and popularity, so not making the team could negatively affect self-esteem and how girls view their bodies.


 * What did you notice about issues around sex (sex education, sexual references, sexual activity, teen pregnancy, etc.) (pp. 293-299)**

There were a couple of things I noticed about "sex" at my observation site. First, is that sexuality is definitely expressed through clothing. Even when the opposite sex isn't present (considering that some percentage of the girls wearing suggestive clothing are heterosexual). A lot of the clothing worn to practice was tight (toga pants, tied shirts), ripped/cut (shirts and leggings exposing skin), or short. These are definitely aspects of "in" style but they represent the early development of sexuality and attention seeking in adolescent girls.

The other aspect that falls into the sex category is the coach. The cheerleading coach, who also teaches at Hughes, had a belly representative of pregnancy (she had either recently delivered or was in the early stages. I didn't ask). BUT, she also had an engagement ring on her left hand so she's either already married or planning on it. I thought this made her a very positive role models for adolescent girls, especially some in an area that might represent low SES status or other risk factors for its students.

Oh, and I also noticed that when we moved outside where other students were mingling there was more eye contact (and some obvious whispering) between boys outside the school and the cheerleaders. Some sexual attraction in the works.

** Cognitive **
Observing a team made up of freshman, sophomores, juniors, and seniors really illustrates some of the differences of cognitive and information processing skills in different ages. The senior girls, who are the oldest and most experienced, were able to keep focus more often, had inhibition of the routines, definitely had adopted successful strategies while learning routines, and were able to keep the speed of their thinking on track as they focused on what came next. This is obvious because they were the only members of the team to remain sharp and not make crucial mistakes during the practices.
 * What did you notice about Information Processing in the adolescents observed? (p.303-304)**

The younger girls were more likely to laugh and talk between segments of practice, showing a lesser focus. They had more trouble connecting arm and leg motions to the chanting, either by being off beat or forgetting one while focusing on the other. I think this demonstrates a lack of strategy in the younger girls (I would time my physical motions TO my verbal ones, not the other way around) and a slower thinking speed. In order to really succeed at physical activities like cheerleading you have to be able to think ahead and quickly enough to connect all the motions necessary. I think in the younger girls there was still a lot of focus on the one, present thing, not what would be happening after.

Imaginary audience, or the belief that they are the focus of everyone's attentions/concerns, was definitely obvious in some of the cheerleaders. The book says that imaginary audience leads to an adolescent to become more self-concious. During cheerleading practice, I noticed a lot of girls waited until they were in small groups to ask questions or point out the trouble they were having with routines. I definitely think they did this so they wouldn't be the center of attention between all their teammates, their coach, and myself. They didn't want to be spotlighted for their mistakes, being under the impression that everyone noticing would be a critical judge.
 * Did you notice any actions that would support the imaginary audience or personal fable theory of consciousness? (p.304-305).**

Personal fable, I think, is a little harder to find ground evidence for; however, I can make the inference that most cheerleaders are living under the fable of being more important and special. I think this is just because of the stereotype that surrounds cheerleaders: they're popular, beautiful, everyone wants to be like them. This is something that is encouraged by pop culture and leads to an inflated view on the self.

In the text, it says that adolescents aren't able to think rationally when making decisions on their own; however, when the cheerleaders were painting banners for the football game at practice I observed many positive decision making skills. The girls were able to list the pros and cons of specific design techniques. For example, one of the girls suggested using polka dots inside the letters, but another girl brought up that fun and creative designs like that might be better for the homecoming sign since that is a more fun event for students. Another student thought about stripes and the girls decided that when they play the jaguars they can use stripes to illustrate "caging" the opposite team. Even when it came to mistakes the girls took a more positive route. One of the girls painted through the middle of an "O" and although some of the girls called her out on it at first, a solution for fixing the met was made. They would wait for the paint to dry and use white to cover it (demonstrating patience as well). I think you can attribute some of this to the captain's experiences on the team during previous years; however, I was impressed since this was a newly created team of adolescents working together.
 * What did you notice about decision making? (p.305-306)**

I didn't necessarily observe a lot of parent-school relationships; however, it was something I discussed with one of the cheerleades on the team. She made it clear to me that parent involvenment is very low and because of this her experience has had a negative effect. The lack of PTA leads to less funding, less fun activities, trips, fundraisers etc. Plus, there's the added feeling for students that if they're parents don't care about their schooling why should they. Hughes High School id definitely in an area defined by minorities and lower economic classes. In the text it says, "The daily stresses of living in low-income, high-risk neighborhoods reduce parents' energy for school involvement." The area Clifton I think fits this description, and probably is a main reason why parental involvement is so low at Hughes.
 * Parent-School Partnerships? (p. 308)**

This section in the text talking about peer values and influence when it comes to successful habites, and highlights how important it can be with African American students. Hughes High School is dominantly populated by African American students, so this section applies to the environment I observed. It discusses how "African-American adolescents who were high-achieving and optimistic about their future recealed that they were intenselfy aware of oppression but believed in stiving to alter their social position" (p. 308). One of the senior cheerleaders is very well put-together and has been working towards getting accepted at Bowling Green University. I think her being appointed captain could have just as much to do with her positive life choices and her willingness to challenge modern day oppression by pursuing a high educaiton and career as it does with her talent as a cheerleader. I tihnk the fact that Hughes high school is a STEM school also encourages minority students to achieve academically and pursue a career. They focus on engineering, medicine, technology, and the science early on to spark a passion and encourage ambitions in their students.
 * Peer Influences on Achievement? (p. 308)**

Also, I think just being on a cheerleading team leads to positive peer influence. All the girls who made the team realize what it means to be dedicated, to succeed, to achieve through their cheers and they can apply that to life. They all chose to take part in an extracurricular rather than be out on the streets, and they all support eachother's decisions because they are a team.

Participation in extracurricular activities in one of the prevention strategies of dropping out listed in our text. So, all the girls (and guy) involved on the squad are dedicated to something school related and have a reason to be there. Extracurriculars, according to the text, can also lead to stronger academic achievement, more social behaviors, higher self-esteem, and increased peer acceptance which all enourage a positive high school experience.
 * Prevention to dropping out of high school? (p.311)**

Another thing specific to where I observed is that the coach only allows a girl to miss practice if she is attending after school study tables with a specific teacher. Not only is this encouraging dedication to the team, it also is encouraging her cheerleaders to care about their academic achievement and do well, therefor e also leading to less dropouts on her squad.

** Emotional **
Cheerleading represents one of the options schools can offer so students can experience different activities, people, and values. Extracurriculars in general allow students to form more diverse friendships and discover their likes, dislikes, strengths and weaknesses. Cheerleading also leads to closer friendships since it encourages sisterly bonds between teammates. According to the text, some studies show that warm relationships during adolescents can lead to exploration in relationship issues later on (like marriage) and can lead to future progress in choosing a career (p. 317).
 * Identity? (p.314-318)**

Also, this cheerleading does add a cultural aspect to their routines and practices, which influence their identity. Listening to hip hop music during practices, adding hip hop dance moves to cheerleading routines, and using rap instead of chanting during routines all encourage a certain identity in the girls. Specifically, a African-American cultural identity.

** Social **
According to our text those in early adolescence (early high school) experience gender intensification; however, I was able to see two extreme examples at one high school where the opposite was taking place. There was one male on the cheerleading team, today a feminine experience. I did not get the change I wanted to talk to him, but I did notice some other feminine behaviors including playing with his fingernails and frequently crossing his ankles while standing/sitting. Of course, these habits don't say anything for sure but there could be a sexuality issue here aside from just gender roles. The second example I got to witness was at the Friday night game where a white, female had the position of kicker on the varsity team (I emphasize her race because I think that's another aspect that could put her outside her comfort zone--white being the minority at Hughes). The boy is a sophomore so he is an exception to gender intensification in early adolescents. According to the text:
 * Gender (p. 324)**

"Teenagers who are encouraged to explore non-gender-typed options and to question the value of gender stereotypes for themselves and society are more likely to build an androgynous gender identity. Overall, androgynous adolescents, especially girls, tend to be psychologically healthier--more self-confidant, more willing to speak their own mind, better-liked by peers, and identity-achieved." (p.325)

I think the students who are challening gender stereotypes and roles are helping themselves, but also setting a really awesome example to their peers. They encourage acceptance and deconstruction in the minds of their friends. Really cool and really brave stuff coming from these two students.

I definitely noticed by the 4th practice and the game some more intimate behavior between the teammates. By this time the team was cut down to 10 girls, they had been practicing together, gotten used to eachother, and gotten to know eachother. Being on a team kind of forces close friendships to happen. The text says people with the same identity statuses tend to be friends, so girls who all choose to be identified as "cheerleader" find companionship in their teammates. I did notice some self-disclosure happening on team bonding day (my third visit).There was a lot of talk about boys, crushes, cheating, relationships. At a high school level this is the prime example of sharing private feelings between people. Also, this is a group of mostly females, and one boy who has presented some feminine qualities in his characteristics and hobbies, so the fact that they are sharing their feelings during their down time is also supported by the book (p. 327).
 * What do you notice about peer relations (intimacy? mutual understanding? self-disclosure?)? (p.326-327)**

I noticed a lot of talk about dating during the team bonding session(see above for more detail). At the home football game one cheerleader had the number #14 painted on her cheek (representing her commitment to one of the players on the field). I think this shows that her relationship is important to her, since she basically labels herself with it. I also think its almost a way of "showing off" since, like our text says (p. 329), "Yong adolescents tend to mention recreation and **achieving peer status** as reasons for dating." Maybe the cheerleader dating the football player can increase one's reputation and status within the school. On the other hand, this was a senior on the cheerleading team so the relationship could be more committed and have less shallow motivation (later adolescence leads to stronger more intimate relations).
 * What do you notice about dating? (p. 329-330)**

I wasn't able to observe during the school day so I can't say for sure if the cheerleading acts like a clique among their peers, but I would say that there is a high chance of that during the actual cheer season. Also, I would assume that the cheerleaders occupy a higher tiered "crowd" among the school, identifying with the popular crowd.
 * Cliques and Crowds? (p. 328)**

During practice I noticed that most of the girls found friendship with other cheerleaders who shared their age or the experience (so girls who had been on the team before hung out, while new girls hung out among their age group); however, I did start to notice this dissolving by my last visit. I would attribute that to getting to know eachother better and beco ming a stronger team.

The only thing I wanted to comment about delinquacy is that cheerleading does keep the girls in a positive environment, gives them a sense of community and friendship, and offers them positive role models through their captains and their coach. I notice a lot of swearing, "shady" behavior, and fooling around from some of the other students as I walk to and from cheerleading practice (and at the game); however, the cheerleaders in comparison hold themselves in a way that should be respected. I think their choice to involve themselves in cheerleading will keep them morally sound and away from some delinquent behavior.
 * Delinquency?**

** Revisiting Your Curiosities **

 * W : What you want to know (inquiry questions) **

My question may be broad and because of my personal history with an adolescent/young adult drug abuser I have a fair amount of knowledge on the subject; however, it is SO important to keep studying adolescent drug use. Research on teen drug users is slim and the trends change as quickly as slang. I chose this topic to continue to stay on top of the information. When I'm a teacher I want to be a supporitve resource for these kinds of issues. I don't want to see another person I care about, like a student, lose the battle against drug addiction. Causes of drug abuse vary from biological to environmental. I've talked in class on how early onset of puberty leads teens to take part in more 'mature' activities. I learned from some newer research that there is a higher percentage of females that abuse prescription and stimulant drugs as well (although reasoning behind this is still unclear). The early emergence of hostility or impulsiveness in young children can also act as a red flag for possible drug problems in adolescence. When it comes to environmental, children with higher SES have better healthcare and better access to prescription drugs. A new trend involves academically driven students abusing ADHD prescriptions in order to maintain focus in the classroom. So many teens don't see prescription drugs as dangerous because they are such a norm in our society. Education on drug abuse needs to be improved. Modeling is the other key cause: parents and friends that take part in risky behavior are sure to be an influence. The reason knowing the causes is so important is because they teach us what to look for. Who might be the most susceptible. These are sometimes inevitable causes; drug users aren't always bad people. They get sucked into bad decisions. Knowing the cconsequences of drug abuse in adolescence can help teens find motivation to stop the problem, but can also help support systems understand the struggle of recovery Anxiety, depression, and antisocial behavior can both lead to drug use and cause further drug use. Teens can get trapped in a cycle of addiction, not knowing whether they are being cured or hurt. Other risky behavior like early sex, pregnancy, marriage, and career choices can be the result of poor perception, not idiocy of the teen. It's important to recognize drug addiction as a source, not just as one of many problems. If you want to kill the tree, you must pull at the root. This data isn't stagnant. With the next generation of teens new drugs and new choices will exist. The research never really ends.
 * 1. What are some developmental causes and effects of severe drug use in adolescents?**

2. "Cause I Got High: Causes and Consequences of Adolescent Drug Abuse"

How can we implement stronger and relevant drug use curriculum into our health classrooms, assemblies, etc? How can we really reach students so they understand the dangers tha lurk behind experimentation?
 * 3. What new questions emerge for you as a future teacher? **

Late Adulthood

This Thanksgiving (November 28, 2013) I spent a three hours with my boyfriends grandmother at her dinner party. Although I offered my assistance in the kitchen multiple times, I was always denied. Grandma Barb has an annual menu she sticks to, a small kitchen, and an air of independence still about her. The rest of the evening was just spent in conversation with my boyfriend's stepfather's side of the family (including Grandma Barb of course). Grandma Barb is very naive to changes in modern culture, which often leads her to be the end of the joke. For example, Uncle Dave made a few inappropriate comments about sex--which were obviously directed at the younger generation (including myself--embarrassing but I thought appropriate for //this// specific class' interests). Grandma Barb immediately blushed when that scandalous 'S' word was spoken, so Uncle Dave created the euphimism "doing laundry," adding to the humor. Coincidentally, there was a month old baby in attendance at this dinner party, so Grandma Barb made sure to give my boyfriend a warning: "If you keep doing so much laundry, you'll have one of those, Jeff." She definitely did not believe adolescents and young adults would take part in any kind of promiscuous activity before marriage and when faced with that kind of situation she immediately gave discouraging advice. This was a great example of a generational difference and traditional versus contemporary values.

In relation to the text, Grandma Barb's living situation was most relevant. On page 485 of our text it describes "aging in place." Grandma Barb fits this definition. She is a 70 year old woman living in the same house she raised her children in. She lives with her second husband (they were married during middle age) and without any aid. Her health is fair, she has been to the hospital for her heart on occasion, but does not require assistance. Her older son (Uncle Dave) does live about ten minutes away, but does not stop over day in and day out to aid his mother. Even he was not allowed to help with dinner. Grandma Barb holds on to her independence. I think this plays into the idea that older adults who live independently often give more to their adult children than they receive. Grandma Barb hosts every major holiday and cooks most of the food. She often babysits my boyfriend's six year old half sister and their other cousins. She is always giving to her family and although she does receive love in return, she does not receive anything significant that is also tangible. "Grandma Barb" and me