PROFESSIONAL+ARTICLES

©2007 National Institute on Media and the Family, Minneapolis, MN
 * //Posted: Feb. 12, 2008

Posted: Nov. 23, 2007=// **By Nanci Hellmich, USA TODAY**

Kids who play hard every day may be making their brains, as well as their bodies, stronger. A new study reports that children who play vigorously for 20 to 40 minutes a day may be better able to organize schoolwork, do class projects and learn mathematics. "Children who are not active may be at a disadvantage academically," says Catherine Davis, an associate professor of pediatrics at the Medical College of Georgia in Augusta. She presented the research last week at the annual meeting of the Obesity Society, a group of weight-loss professionals. Davis and colleagues worked with 163 sedentary, overweight children, ages 7 to 11, for three months. The children were divided into three groups: a control group that did no physical activity after school; a group that did 20 minutes of vigorous physical activity five days a week after school; and a group that did 40 minutes of such activity on those same days. The activity groups played intermittent, high-energy running games, such as flag tag, relays, jump rope and modified basketball. They wore heart-rate monitors and were given rewards for maintaining a high average heart rate. Students also were given cognitive-function tests at the beginning and end of the study. They were tested for their math and reading achievement and "executive function." Executive function includes skills important for planning and organizing, focusing on schoolwork, resisting impulses, self-monitoring and using strategies to achieve goals. Children who have attention deficit disorder have difficulty with those tasks. Among the findings from the National Institutes of Health-financed study: • The children in the 40-minute activity group had significant improvement on an executive-function test compared with the control group. They increased about 4 points on a cognitive-performance scale. Those in the 20-minute group showed about half that improvement. • There was a small improvement in math achievement for both exercise groups but no signs of improvement in reading. • Those in the exercise groups lost about 1% to 2% of body fat. The researchers also performed brain scans and found that the children who were exercising appeared to have more neural activity in the frontal areas of their brains, an important area for executive function, Davis says. "The animal literature tells us that exercise, particularly regular exercise, stimulates the growth of blood vessels and neurons in the brain, so we think the same may be happening in the children." Other studies have shown that executive function improves in older adults who become more physically active, she says. "School systems need to know that to reach their achievement targets, they need to add physical activity to the school day rather than reduce it." Phillip Tomporowski, a study co-author and exercise psychologist at the University of Georgia in Athens, says exercise "may well improve the underlying mental processes that are involved in a lot of behaviors and academic tasks." Says Darla Castelli, assistant professor in the department of kinesiology and community health at the University of Illinois at Urbana-Champaign: "This research corroborates several of our studies, which have also examined executive function in kids. We found strong associations between math performance and aerobic fitness among elementary-school-age children." Howell Wechsler, director of the Division of Adolescent and School Health for the Centers for Disease Control and Prevention, says some children don't have as many opportunities outside school to be as active as children in previous generations. "Today there is so much more competition for their time with all the attractive options to be sedentary, from hundreds of cable stations to video games and computer games," Wechsler says. "This makes it even more important to have physical education programs and other opportunities for physical activity at school."
 * __Excercise Builds Strong Brains, Too__**

//Posted: Oct. 27, 2007==NMSA Research Summary (National Middle School Association)== __**Young Adolescents' Developmental Characteristics**__

Early adolescence is a distinct period of human growth and development situated between childhood and adolescence. During this remarkable stage of the life cycle, young adolescents (10- to 15-year-olds) experience rapid and significant developmental change. Recognizing and understanding the unique developmental characteristics (traits associated with human growth) of early adolescence and their relationship to the educational program (i.e., curriculum, instruction, and assessment) and to the structure of the middle school (e.g., flexible block scheduling, advisory programs, and team teaching) are central tenets of middle grades education. Early adolescence gained acceptance as a distinct developmental period during the 20th century. G. Stanley Hall (1904), American psychologist and father of the child study movement, identified preadolescence as a unique growth stage. Hall's study of adolescence captured the interest of scholars and the public (Arnett, 2001). Decades later, the work of other notable psychologists and theorists (Flavell, 1963; Havighurst, 1968; Piaget, 1952, 1960) advanced the credibility of early adolescence and other developmental stages. Researchers and academics (Kagan & Coles, 1972; Tanner, 1973; Thornburg, 1983) further heightened awareness of early adolescence through dissemination of research articles and books. Donald Eichhorn (1966), considered a founding father of the middle school movement, called upon educators to consider young adolescents' developmental characteristics when planning curriculum, instruction, and assessment and when structuring the environment of the middle school. Professional organizations (Association for Supervision and Curriculum Development, 1975; National Association of Secondary School Principals, 1989; National Middle School Association, 1982, 1995, 2003) articulated position statements and recommendations about educational programs and practices to address young adolescents' developmental needs. Joan Lipsitz (1984), a distinguished middle grades researcher, also asserted that schools for young adolescents "must be responsive to their developmental needs" (p. 6). Before examining the developmental characteristics of young adolescents, two cautions are important to note. First, while the developmental characteristics of young adolescents include physical, intellectual, emotional/psychological, moral/ethical, and social domains, these characteristics are interrelated and overlap. Depending on who is writing about young adolescents, the categories can vary and be somewhat arbitrary (Scales, 2003). Second, although educators, academics, and researchers often use these categories to portray youth ages 10 to 15, they need to be mindful of generalities and oversimplification (Kellough & Kellough, 2008). Cognizant of these cautions, a summary of each of the developmental characteristics follows.
 * Physical Developmental Characteristics**

Physical development encompasses bodily changes including growth, improved gross and fine motor skills, and biological maturity. During early adolescence, the body undergoes more development than at any other time, except the first two years of life. Young adolescents' growth is accelerated and uneven (California State Department of Education, 1987; Kellough & Kellough, 2008; Manning, 2002; Scales, 1991, 2003; Wiles, Bondi, & Wiles, 2006), with growth spurts occurring about two years earlier in girls than boys (Tanner, 1973). Developmental growth includes significant increases in height, weight, and internal organ size as well as changes in skeletal and muscular systems (Kellough & Kellough). Since bones are growing faster than muscles, young adolescents may experience coordination issues. Actual growing pains result when muscles and tendons do not adequately protect bones (Kellough & Kellough; Wiles, Bondi, & Wiles). Fluctuations in basal metabolism cause these youth to experience periods of restlessness and lassitude (Kellough & Kellough). Additionally, young adolescents tend to "have ravenous appetites and peculiar tastes" (Kellough & Kellough, p. 22) and have a propensity for improper nutrition. They are often physically vulnerable due to poor physical fitness, poor health habits, (Scales, 2003) and high-risk behaviors including the use of alcohol or illicit drugs (National Institute on Drug Abuse, 2005) and experimentation with sexual activity. Puberty, a phase of physiological changes includes the development of sexual reproductive systems, begins in early adolescence (Manning & Bucher, 2005). Triggered by the release of hormones, the onset of puberty is an intense developmental period. A cascade of hormones signals the development of primary sex characteristics (genitalia) and secondary sex characteristics (e.g., breast development in girls; facial hair in boys) during this period. Girls tend to mature one to two years earlier than boys do (Caissy, 1994). Increased production of adrenal hormones affects skeletal growth, hair production, and skin changes (Dahl, 2004). These highly visible changes and disparate rates of maturity cause many young adolescents to feel uncomfortable about differences in physical development (Simmons & Blyth, 1987). The brain also undergoes remarkable development during young adolescence. Though brain size remains relatively unchanged, researchers (e.g., Blakemore & Choudhury, 2006; Casey, Giedd, & Thomas, 2000; Dahl, 2004) report significant changes within the brain. The advent of neuroimaging technology allows researchers to examine the structures and functions of the young adolescent brain without invasive procedures. For example, researchers observe that the prefrontal cortex, the area of the brain that handles executive functions including planning, reasoning, anticipating consequences, sustaining attention, and making decisions, is not fully developed in young adolescents. They also note gender-specific differences in young adolescent brains. (See Caskey & Ruben, 2007, for a synthesis of recent neuroscience research specific to the brain development of young adolescents.) Intellectual development refers to the increased ability of people to understand and reason. In young adolescents, intellectual development is not as visible as physical development, but it is just as intense (Stevenson, 2002; Van Hoose, Strahan, & L'Esperance, 2001). During early adolescence, youth exhibit a wide range of individual intellectual development (California State Department of Education, 1987; Kellough & Kellough, 2008; Manning, 2002; Scales, 2003), metacognition (the ability to think about one's own thinking), and independent thought (Kellough & Kellough). They tend to be highly curious and display a broad array of interests—though few are sustained (Kellough & Kellough; Scales). Typically, young adolescents are eager to learn about topics they find interesting and useful, favor active over passive learning experiences, and prefer interactions with peers during educational activities (Kellough & Kellough). Young adolescents develop the capacity for abstract thought processes (Elkind, 1974; Flavell, 1963; Piaget, 1952, 1960); however, this transition to higher levels of cognitive function varies significantly across individuals as well as across and within content areas. During early adolescence, youth typically progress from concrete logical operations and problem solving to acquiring the ability to develop and test hypotheses, analyze and synthesize data, grapple with complex concepts, and think reflectively (Manning, 2002). As they mature, young adolescents start to understand the nuances of metaphors, derive meaning from traditional wisdom, and experience metacognition (Kellough & Kellough, 2008). Similarly, they are increasingly able to consider ideological topics, argue a position, question adult authority, and appreciate sophisticated levels of humor (Stevenson). Young adolescents, as learners, build upon their individual experiences and prior knowledge to make sense of the world around them (Piaget, 1960). Experience plays a central role in developing the brain and induces learners to construct meaning based on what they already believe and understand (Bransford, Brown, & Cocking, 1999). During early adolescence, youth are most interested in real-life experiences and authentic learning opportunities; they are often less interested in conventional academic subjects (Kellough & Kellough, 2008). Young adolescents tend to be inquisitive about adults and are often keen observers of adult behavior (Scales, 2003). They also develop an improved ability to think about the future, anticipate needs, and develop personal goals (Kellough & Kellough). Moral/ethical development is associated with a person's growing ability to make principled choices. Young adolescents tend to be idealistic and possess a strong sense of fairness in human relations (Kellough & Kellough, 2008; Scales, 2003). Their increased capacity for analytical thought, reflection, and introspection exemplifies the connection between young adolescents' moral and intellectual development. Young adolescents begin to reconcile their understanding of people who care about them with their own egocentricity (Roney, 2005), as they progress into the interpersonal conformity stage of moral development (Kohlberg, 1983). They transition from a self-centered perspective to having consideration for the rights and feelings of others (Scales). Young adolescents are often keenly aware of flaws in others, but are reticent to acknowledge their own (Scales). They pose broad, unanswerable questions about life and refuse to accept trivial responses from adults (Kellough & Kellough). During early adolescence, youth move from blanket acceptance of adult moral judgment to the development of their own personal values; however, they usually embrace the values of their parents or key adults (Scales). Young adolescents start to view moral issues in shades of grey rather than strictly in black and white. They start to consider complex moral and ethical questions, yet are unprepared to cope with them. Consequently, young adolescents are at risk when it comes to making sound moral and ethical choices (Kellough & Kellough). During early adolescence, emotional and psychological development is characterized by the quest for independence and identity formation. It is a time when young adolescents seek their own sense of individuality and uniqueness (Knowles & Brown, 2000). They are searching for an adult identity as well as adult acceptance, while striving to maintain peer approval (Kellough & Kellough, 2008). As young adolescents' affiliation base expands to include family and peers, feelings of conflict arise because of competing allegiances (Wiles, Bondi, & Wiles, 2006). Their search for identity and self-discovery may exacerbate feelings of vulnerability as they become increasingly attuned to the differences between self and others (Scales, 2003). Typically, the period of early adolescence is intense and unpredictable (Scales). Young adolescents have a tendency to be moody, restless, and may exhibit erratic and inconsistent behavior including anxiety, bravado, and fluctuations between superiority and inferiority (Kellough & Kellough; Scales; Wiles, Bondi, & Wiles). They are also often self-conscious, prone to lack self-esteem, and are highly sensitive to criticism of their perceived personal shortcomings (Scales). Emotionally-charged situations may trigger young adolescents to resort to childish behavior patterns, exaggeration of simple occurrences, and vocalization of naive opinions or one-sided arguments. Their emotional variability also puts young adolescents at risk for making decisions with negative consequences (Milgram, 1992). Furthermore, young adolescents are apt to believe that their experiences, feelings, and problems are unique (Scales). Social development refers to a person's capacity for more mature interactions with individuals and groups. Young adolescents have a strong need to belong to a group—with peer approval becoming more important as adult approval decreases in importance (Scales, 2003). This need often results in fierce loyalty to peer groups (Kellough & Kellough, 2008). "Friendships, positive peer relationships, and social interactions can boost young adolescents' self-esteem." (Manning, 2002, p. 32). As young adolescents mature socially, they often experience opposing loyalties to peer group and family (Wiles, Bondi, & Wiles, 2006). As they search for a social position within their peer group, young adolescents may experiment with slang and alternative behaviors. Young adolescents tend to emulate esteemed peers or non-parent adults and prefer to make their own choices, yet the family remains a critical factor in final decision-making (Kellough & Kellough). Though young adolescents may be rebellious to parents and adults, they still depend on them (Scales). Young adolescents also tend to test the limits of acceptable behavior and often challenge adult authority (Scales). Feelings of adult rejection can drive young adolescents into the somewhat secure social environment of their peer group (Kellough & Kellough). Social maturity often lags behind physical and intellectual development. Consequently, young adolescents may overreact to social situations, ridicule others, and feel embarrassment (Scales). Young adolescents are also socially vulnerable due to influences of media and negative interactions with adults (Kellough & Kellough; Scales). Annotated References Kellough, R. D., & Kellough, N. G. (2008).// Teaching young adolescents: Methods and resources for middle grades teaching //(5th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Manning, M. L. (2002).// Developmentally appropriate middle level schools //(2nd ed.). Olney, MD: Association for Childhood Education International.
 * Intellectual Developmental Characteristics**
 * Moral/Ethical Developmental Characteristics**
 * Emotional/Psychological Developmental Characteristics**
 * Social Developmental Characteristics**

Stevenson, C. (2002).// Teaching ten to fourteen year olds //(3rd ed.). Boston: Allyn & Bacon.

Wiles, J., & Bondi, J. (2001).// The new American middle school: Educating preadolescents in an era of change //(3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Posted: Oct. 10, 2007//

October 2007 • NMSA Excerpt from:

//The Power of Self-Esteem: Build It and They Will Flourish//
//Jim Paterson//Self-Esteem at the Middle LevelMiddle school students are particularly vulnerable to blows to their self-esteem because they are moving to a more complex, more challenging school environment; they are adjusting to huge physical and emotional changes; and their feelings of self-worth are beginning to come from peers rather than adults, just at a time when peer support can be uncertain, Reasoner says. "Early on, it's parents who affirm the young person's worth, then it's the teacher. In middle school, peer esteem is a powerful source of one's sense of self," according to Mary Pat McCartney, a counselor at Bristow Run Elementary School in Bristow, Virginia, and former elementary-level vice president of the American School Counselors Association. No matter how much students have been swamped with praise by well-meaning parents, she says, what their friends think of them is most important. Beth Graney, guidance director at Bull Run Middle School in Gainesville, Virginia, says adults gain their self-esteem through accomplishments and by setting themselves apart from others, while adolescents gain it from their group. "Peer relationships are so critical to kids feeling good about themselves," she says. Opportunities to Succeed The solution, rather than praising without merit, seems to be providing students with an opportunity to succeed. "Self-esteem that comes from aiming high and reaching goals helps build resilience for students as well," says Burgess. She says parents and teachers can help kids target their learning and fashion goals that are obtainable, while giving them constructive feedback along the way. "Self-esteem rises and students feel in charge—and this can help parents understand how to heap praise when it is earned."
 * //Jim Paterson//** //is a middle level counselor and freelance writer based in Olney,// //Maryland////.//

//

Posted Sept. 27, 2007//

[|//http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/from/sleep.html//]
 * Adolescents & Sleep:** //A summary of what researchers know about teenagers' need for sleep and why sleep affects memory and learning.//

//Posted Sept. 26, 2007// Young adolescents are often labeled with any number of stereotypes – often called troublesome, unpredictable, and perhaps disrespectful. Some are confused, turned off, or wild. While such stereotypes overlook the range of differences among students, they do reflect the erroneous view of early adolescence as a time of "storm and stress" that has characterized adolescent psychology for almost 100 years.A truer picture of early adolescence frames it as a time of a great range of major developmental changes. The physical changes are more dramatic in these years than at any other time in the life of a human being, save perhaps for infancy. The sexual changes are a major focal point. The social challenges are countless and consume much time and energy. Personal development is erratic, and the likelihood of responsible behavior is totally unpredictable. A brief summary of some of the key points of physical development follow.Young adolescents are very concerned with their physical and sexual development. For some, physical development or lack thereof is the dominant, central theme in their lives. Average gain in height is from 2-4 inches per year, and the average weight gain for young adolescents per year is 8-10 pounds. Over the early adolescence period, ages 10-15, this averages out to a gain of 10-20 inches in height and 40 to 50 pounds.
 * =**What parents should know about young adolescent development**=

Growth in young adolescents does not take place evenly. That is, certain parts of the body, most notably the extremities, develop earlier and more rapidly. Feet and hands are often too big for the rest of the body and it is not uncommon for more rapid growth of the nose and ears in comparison to the rest of the body. This age is also when the majority of bone growth takes place, making it critical that young adolescents not overextend the capacity of the muscular structure, causing permanent damage to muscle fibers.

During this period of rapid bone growth, young adolescents are often physically uncomfortable, unable to sit still for long periods of time. This makes sense when one realizes that the tailbone takes on its final form when three bones fuse together and harden in the posterior area and form the "mature" tailbone. It is also true that the sciatic nerve is closely positioned to the skeletal structure and intensifies student discomfort. No wonder that sitting and remaining still is often such a challenge for young adolescents.

Another key change when the pituitary glands generate increases in hormones, serving as a catalyst for more rapid growth and as controller of glands that determine tissue growth and function. One outcome may lead to the secretion of adrenaline in huge quantities when it is not needed. Imagine, a 13-year-old student working dutifully on 20 square root problems when she receives an adrenaline secretion that is substantial enough for her to run the length of a football field 10 times without stopping. This hormonal secretion is akin to an electrical power surge, and it makes the student squirm and want to move, stretch, and perhaps yell at the top of her lungs.

As young adolescents make their way through the numerous physical changes that are occurring, they believe that someone is always watching them or that they are always on stage. David Elkind first referred to this myth as the "imaginary audience." The results of this egotism is that adolescents often form exaggerated beliefs about their own uniqueness because they do not distinguish their thoughts and feelings from what others think and feel. This is why it is not unusual for young adolescents to retreat to the privacy of their one room or some place where they can close the door and eliminate the "imaginary audience" for a little while. Imagine how stressful it would for you to live on a stage day after day. From the NEW //Promoting Harmony-Young Adolescent Development and School Practices// by John Van Hoose, David Strahan, & Mark L'Esperance


 * =September 2007= ||  ||   ||   ||
 * //National Middle School Association (NMSA)//

//Susan Mulcaire//Middle school moves at a fast pace. Students have many different teachers, each with his or her own homework, test schedules, and due dates. Add to the mix the after-school clubs and sports that students participate in, and it is a challenge to get organized.Good work management and organizational skills are //essential// for balancing the load and minimizing the stress. For some students, organizational skills come naturally, but for most, they must be learned. While there is little classroom time to assess and train students in work management skills, here are some ideas for how you can help your students be prepared. Getting students to //value// good organizational skills is the first step. Teachers can help by connecting the benefits of good organizational skills to the things this age group values most—more independence, less stress, more free time, better grades, and more self-confidence. A binder is like a compact file cabinet that a student carries around all day to file and retrieve papers, homework, and information. Students must be able to access materials quickly and keep papers neatly stored by subject. Be sure to give students time in class to file papers in the correct place in their binders—no shoving loose papers into backpacks! No matter how good a student's memory is, he or she must have a central place for recording activities. A student's planner should contain important dates and events such as bell schedule changes, holiday breaks, exams, homework assignments, and project due dates. It's a good idea for students to include personal items scheduled during school days such as medical appointments, vacations, and after-school activities. Students should identify a classmate in each class who can be contacted in the event of a forgotten homework assignment or lost worksheet. The study bud can also help when a fellow student is absent and needs a handout or class notes. Study buds should exchange home contact information. Encourage students to locate, design, and stock a work space at home. This will help them do their best work in the least amount of time. The space should be quiet and free from distractions such as people talking, TV, and video games. They can deck it out with posters, pictures of friends, or team photos to make it a place they won't mind hanging out. Make it a "Designer's Challenge" classroom activity in which students design and photograph their work spaces and vote on the work space "most likely to succeed." Most students, particularly those fresh out of elementary school, have no idea that a typical middle school teacher works with 100 or more students each day. Unaware of the many demands on a teacher's time, students continue to believe that, as in elementary school, their teachers will track them down to provide a missing assignment. Encourage students to take personal responsibility for following up. You can role-play various student dilemmas in a "What Would You Do?" classroom activity to help students learn to recognize and follow up on matters that affect their grades.Without basic organizational skills, middle school students can become overwhelmed. In some cases it begins a downward spiral of underachievement that can last into the high school years and beyond. Take some time to help students recognize and appreciate the benefits of good basic organizational skills.//Susan Mulcaire is a teacher, lawyer, and mother of three in Corona del Mar, California.// ||
 * ===Are Your Students Prepared for the Organizational Demands of Middle School?===
 * ===Help students make the connection===
 * ===Organized binders are key===
 * ===Planners are essential===
 * ===Have a study bud===
 * ===A homework space that rocks**===
 * ===Be proactive!===