Module Six

Using Human Development\
in Prevention

### Time {#time .HeadInfSheet}

The anticipated time for the module is 4 hours.

### Learning Objectives {#learning-objectives .HeadInfSheet}

Participants will be able to

-   Acknowledge that changes occurring throughout people's lives have
    implications for prevention strategies

-   Become informed about the emotional development of humans based on
    emotional expressiveness and understanding

-   Become informed about the social development of humans based on
    thinking about self, thinking about others, and thinking about
    relations between people

-   Become informed about the moral development of humans based on moral
    internalization, construction, and self-control

-   Identify prevention strategies that focus on human emotional,
    social, and/or moral development

-   Apply knowledge of the transformation of the adolescent brain to
    plan prevention programs

### WORKSHEET {#worksheet .HeadInfSheet}

# Changes

Identify one change you've gone through in each of the following
categories and write down how old you were when the change occurred.

1.  Physical change:\
    How old were you? [\
    ]{.underline}How did you feel when this happened?

2.  Family change:\
    How old were you? [\
    ]{.underline}How did you feel when this happened?

3.  Intellectual change:\
    How old were you? [\
    ]{.underline}How did you feel when this happened?

4.  Emotional change:\
    How old were you? [\
    ]{.underline}How did you feel when this happened?

5.  Social change:\
    How old were you? [\
    ]{.underline}How did you feel when this happened?

6.  Moral change:\
    How old were you? [\
    ]{.underline}How did you feel when this happened?

7.  Financial change:\
    How old were you? [\
    ]{.underline}How did you feel when this happened?

8.  Career change:\
    How old were you? [\
    ]{.underline}How did you feel when this happened?

9.  Philosophical change:\
    How old were you? [\
    ]{.underline}How did you feel when this happened?

10. Political change:\
    How old were you? [\
    ]{.underline}How did you feel when this happened?

### INFORMATION SHEET {#information-sheet .HeadInfSheet}

# Maslow Hierarchy of Needs

![](media/image1.wmf){width="6.055555555555555in"
height="5.805555555555555in"}

### Information Sheet {#information-sheet-1 .HeadInfSheet}

# Emotional Development Table

+-----------+-----------+-----------+-----------+-----------+-----------+
| Newborn   | 1 to 2\   | 3 to 6\   | 7 to 9\   | 10 to 14  | 15 to 18  |
| to Age 1  | Years of  | Years of  | Years of  | Years of  | Years of  |
|           | Age       | Age       | Age       | Age       | Age       |
+-----------+-----------+-----------+-----------+-----------+-----------+
| Infants   | Emotions  | Children  | Children  | Frequent  | Young     |
| need a    | take on   | move from | desire to | changes   | people    |
| warm,     | rolle     | physical  | perform   | in mood   | feel      |
| re        | r-coaster | emotional | well and  | result    | less s    |
| sponsible | quality.  | ex        | do things | from      | elf-consc |
| c         |           | pressions | c         | hormonal  | iousness. |
| aregiver. | Children  | to verbal | orrectly. | changes.  |           |
|           | become    | exp       |           |           | Wrestle   |
| Develop   | extremely | ressions. | View      | Children  | em        |
| se        | demanding |           | issues as | are       | otionally |
| lf-worth, | and       | Use loud  | right or  | em        | with      |
| trust and | pe        | voices,   | wrong,    | otionally | identity  |
| security. | rsistent. | "bad"     | with very | sensitive | issues.   |
|           |           | words.    | little    | and       | (Who am   |
| Emotional | Temper    |           | middle    | volatile  | I?)       |
| r         | tantrums  | Wild      | ground.   | and try   |           |
| egulation | are       | stories   |           | to        | May       |
| develops  | common as | and       | Criticism | repress   | accept    |
| with      | children  | exa       | and       | and/or    | some      |
| increased | struggle  | ggeration | failure   | regulate  | parental  |
| mobility. | to        | are       | are       | their     | i         |
|           | express   | common.   | difficult | emotional | deologies |
| Identify  | their     |           | to        | r         | and       |
| c         | ideas.    | Develop a | handle.   | esponses. | pro       |
| aregivers |           | good      |           |           | fessional |
| and       | Become    | sense of  | Emotional | May       | goals.    |
| emotions. | p         | humor.    | c         | e         |           |
|           | ossessive |           | onformity | xperience | Search,   |
| Begin to  | of        | Comply    | to rules  | a drop in | explore,  |
| learn     | ca        | with      | improves. | self-     | and       |
| about     | regivers. | rules and |           | assurance | e         |
| cause and |           | display   | Become    | after     | xperiment |
| effect as | Empathy   | positive  | better    | t         | to        |
| their     | begins to | emotion   | able to   | ransition | develop   |
| behavior  | appear in | as they   | u         | to middle | their own |
| elicits   | play      | do so.    | nderstand | school.   | identity. |
| responses | (e.g.     |           | others'   |           |           |
| from      | punishing | Are more  | emotions. | Are       | Maturity  |
| ca        | or        | sensitive |           | pr        | may bring |
| regivers. | praising  | to        | Seek      | eoccupied | about     |
|           | a doll.)  | others'   | emotional | with      | ap        |
| Emotions  |           | feelings. | security  | ap        | propriate |
| are       |           |           | by        | pearance. | emotional |
| expressed |           | Emotional | part      |           | b         |
| in a      |           | elements  | icipating | Serious   | ehaviors. |
| variety   |           | of play   | in groups | emotional |           |
| of ways   |           | become    | or clubs. | problems  | Strong    |
| (tears,   |           | true to   |           | such as   | bonds     |
| facial    |           | real-life |           | d         | with      |
| exp       |           | si        |           | epression | parents   |
| ressions, |           | tuations. |           | may       | help      |
| l         |           |           |           | appear.   | teens     |
| aughter.) |           |           |           |           | develop   |
|           |           |           |           | In        | emo       |
|           |           |           |           | ternalize | tionally. |
|           |           |           |           | or        |           |
|           |           |           |           | ex        |           |
|           |           |           |           | ternalize |           |
|           |           |           |           | stresses. |           |
+-----------+-----------+-----------+-----------+-----------+-----------+

Oesterreich, L. (1995). Ages and stages. In L. Oesterreich, B. Holt, &
S. Karas, *Iowa family child care handbook* \[Pm 1541\] (pp. 196--197).
Ames, IA: Iowa State University Extension.

### Information Sheet {#information-sheet-2 .HeadInfSheet}

# Social Development Table

+--------------+-------------+-------------+------------+------------+
| Newborn to 2 | 3 to 6\     | 7 to 9\     | 10 to 14\  | 15 to 18\  |
| Years of Age | Years of    | Years of    | Years of   | Years of   |
|              | Age         | Age         | Age        | Age        |
+--------------+-------------+-------------+------------+------------+
| Children     | Children    | S           | Children   | Young      |
| watch,       | begin to    | elf-concept | show       | people     |
| observe, and | remember    | is based on | interest   | recognize  |
| imitate      | life        | academic,   | in others' | that       |
| adults.      | history.    | physical,   | mental     | people     |
|              |             | and social  | states and | have       |
| Develop      | Express     | dimensions. | feelings.  | different  |
| self-        | beliefs     |             |            | thoughts   |
| recognition, | through     | Achievement | Take       | and        |
| give         | desires and | is based on | others'    | feelings   |
| directions,  | act with    | ability,    | pe         | from their |
| to adults,   | intention.  | effort, and | rspectives | own.       |
| and speak    |             | on external | into       |            |
| self-d       | Se          | factors     | cons       | Show an    |
| escriptively | lf-efficacy | such as     | ideration. | und        |
| ("Me go.")   | is          | praise.     |            | erstanding |
|              | typically   |             | Show some  | that       |
| Categorize   | high.       | Develop     | tendency   | social     |
| people       |             | perception  | to think   | rules and  |
| according to | A           | of others   | of social  | c          |
| cha          | ttributions | based on    | rules and  | onventions |
| racteristics | are related | personality | c          | help       |
| such as name | to          | traits and  | onventions | society    |
| ("Mom") or   | a           | c           | as         | run more   |
| role         | chievement; | omparisons. | standards  | smoothly.  |
| ("teacher.") | they like   |             | that       |            |
|              | to help     | Develop     | should be  | Se         |
| Are          | adults.     | race and    | followed.  | lf-concept |
| s            |             | social      |            | is based   |
| elf-centered | Can play by | class       | Want to    | on         |
| and          | themselves  | attitudes.  | please     | p          |
| possessive.  | for         |             | others.    | ersonality |
|              | extended    | Perspective |            | traits,    |
| Develop a    | periods.    | expands.    | Store      | fr         |
| greater      |             |             | i          | iendships, |
| sense of     | Are         | Friendship  | nformation | romantic   |
| independence | critical of | becomes     | about      | appeal,    |
| and desire   | others and  | i           | social     | and job    |
| independence | embarrassed | ncreasingly | events in  | c          |
| in ways that | by their    | important.  | working    | onfidence. |
| exceed their | own         |             | memory.    |            |
| abilities.   | mistakes.   |             |            | Character  |
|              |             |             | Secret     | sketches   |
|              | Seek        |             | codes and  | formulate  |
|              | attention   |             | shared     | p          |
|              | and         |             | word       | erceptions |
|              | approval of |             | meanings   | (e.g.      |
|              | adults.     |             | strengthen | "popular," |
|              |             |             | the bonds  | "timid,"   |
|              | Friendship  |             | of         | "c         |
|              | is based on |             | f          | onceited," |
|              | play and    |             | riendship. | and        |
|              | exchange of |             |            | "agg       |
|              | material    |             |            | ressive.") |
|              | goods.      |             |            |            |
|              |             |             |            | Define     |
|              | Acquire     |             |            | friendship |
|              | social      |             |            | as mutual  |
|              | prob        |             |            | und        |
|              | lem-solving |             |            | erstanding |
|              | strategies, |             |            | and        |
|              | (e.g.       |             |            | intimacy   |
|              | taking      |             |            | rather     |
|              | turns,      |             |            | than       |
|              | sharing.)   |             |            | shared     |
|              |             |             |            | a          |
|              |             |             |            | ctivities. |
+--------------+-------------+-------------+------------+------------+

Oesterreich, L. (1995). Ages and stages. In L. Oesterreich, B. Holt, &
S. Karas, *Iowa family child care handbook* \[Pm 1541\] (pp. 196--197).
Ames, IA: Iowa State University Extension.

### Information Sheet {#information-sheet-3 .HeadInfSheet}

# Moral Development Table

+--------------+-------------+-------------+------------+------------+
| Newborn to 2 | 3 to 6\     | 7 to 9\     | 10 to 14\  | 15 to 18\  |
| Years of Age | Years of    | Years of    | Years of   | Years of   |
|              | Age         | Age         | Age        | Age        |
+--------------+-------------+-------------+------------+------------+
| Children     | Children    | "Good" is   | Develop    | Young      |
| think of     | accept      | whatever    | better     | people     |
| morality in  | moral       | conforms to | und        | look to    |
| concrete     | p           | existing    | erstanding | society as |
| terms and    | erspectives | laws,       | of         | a whole    |
| are          | of          | customs,    | fairness   | for        |
| motivated    | caregivers  | and         | and guilt. | guidelines |
| selfishly.   | as their    | authority.  |            | about      |
|              | own.        |             | Recognize  | right and  |
| Learn to     |             | Rewards and | others'    | wrong.     |
| comply with  | Understand  | punishment  | needs.     |            |
| rules and to | standards   | provide the |            | "Good" is  |
| begin to     | for right   | focus for   | Are        | whatever   |
| accept delay | and wrong.  | what is     | concerned  | conforms   |
| of           |             | right and   | about      | to         |
| gr           | Form        | wrong.      | m          | existing   |
| atification. | opinions    |             | aintaining | p          |
|              | about       | Sense of    | int        | rocedures. |
| Conform to   | caregivers' | justice is  | erpersonal |            |
| caregivers'  | authority.  | based on    | rela       | "Good" is  |
| wishes.      |             | fairness.   | tionships. | consistent |
|              | Their       |             |            | with moral |
|              | notion of   | "Good" is   | Consider   | p          |
|              | justice is  | also what   | other      | rinciples. |
|              | based on    | brings      | people's   |            |
|              | equality.   | approval    | pe         | Moral      |
|              |             | from        | rspectives | dilemmas   |
|              | Ability to  | friends.    | when       | involve    |
|              | accept      |             | making     | rel        |
|              | delay of    | Expand      | decisions. | ationships |
|              | gr          | their       |            | with       |
|              | atification | s           | Satisfy    | others and |
|              | improves.   | elf-control | others'    | societal   |
|              |             | strategies. | needs if   | norms.     |
|              | Need adults |             | their own  |            |
|              | to provide  |             | needs are  | Moral      |
|              | s           |             | also met   | reasoning  |
|              | elf-control |             | (e.g.      | focuses on |
|              | strategies. |             | "I'll      | und        |
|              |             |             | scratch    | erstanding |
|              | Experience  |             | your back, | others'    |
|              | remorse for |             | you        | feelings.  |
|              | wrong       |             | scratch    |            |
|              | behavior.   |             | mine.")    | Self-      |
|              |             |             |            | regulation |
|              |             |             | Decisions  | is based   |
|              |             |             | are        | on what is |
|              |             |             | intended   | considered |
|              |             |             | to please  | right and  |
|              |             |             | others.    | wrong.     |
+--------------+-------------+-------------+------------+------------+

Oesterreich, L. (1995). Ages and stages. In L. Oesterreich, B. Holt, &
S. Karas, *Iowa family child care handbook* \[Pm 1541\] (pp. 196--197).
Ames, IA: Iowa State University Extension.

### Information Sheet {#information-sheet-4 .HeadInfSheet}

# Prevention Strategies Focused on Human Development

  ------------------------ ----------------------- -----------------------
  EMOTIONAL                SOCIAL                  MORAL

  Teach families to have   Teach life and social   Teach the principles of
  clear expectations for   skills, such as         right and wrong by
  behavior, to monitor     communication, goal     providing opportunities
  their children, and to   setting, problem-       for children to engage
  implement appropriate    solving techniques,     in discussions that
  consequences.            stress management,      question and examine
                           refusal skills, and     moral issues.
                           decision-making skills. 

  Provide training for     Build bonding through   Provide self-management
  families on managing     opportunities, skills,  skills for
  stress and anxiety.      and recognition within  self-control, such as
                           the family, school, and deep breathing, mental
                           community.              rehearsal, muscle
                                                   relaxation, goal
                                                   setting, and planning
                                                   for the future.

  Teach parents how to     Provide parental        Teach decision making
  reinforce appropriate    training on involvement based on intrinsic
  behavior.                in activities with      motivation rather than
                           their children; provide external punishments or
                           knowledge about the     consequences.
                           school system and       
                           encourage parents to    
                           become involved in      
                           their children's        
                           school; provide         
                           training in conducting  
                           family meetings and     
                           planning family         
                           activities.             

  Teach assertive          Foster a commitment to  Teach parents, schools,
  communication, which     school in young people. and communities to
  allows expression of                             provide clear and
  one's feelings, needs,                           consistent no-use
  and desires.                                     messages.

  Teach emotional          Work with schools to    Teach parents and
  management strategies    foster a climate of     schools disciplinary
  for dealing with         home-school             techniques based on
  stressful situations.    collaboration,          logical consequences.
                           clarification of rules  
                           and enforcement,        
                           improved classroom      
                           management and          
                           organization, and       
                           positive reinforcement. 

  Increase bonding to      Teach that using        Provide opportunities
  persons with healthy     alcohol, tobacco, and   for young people to
  beliefs and clear        other drugs is not the  participate in the
  standards by teaching    norm, even if the       governing process of
  families, schools, and   belief is that          the family and school.
  communities how to       "everyone is doing it." This allows young
  provide opportunities,                           people to develop
  skills, and recognition                          concepts of justice and
  to young people.                                 self-discipline out of
                                                   their own experiences
                                                   instead of
                                                   authoritatively.
  ------------------------ ----------------------- -----------------------

U.S. Department of Justice (2000). *Promising strategies to reduce
substance abuse*. Washington DC: Office of Justice Programs.

### Information Sheet {#information-sheet-5 .HeadInfSheet}

# Adolescent Brain Development

## Brain Development Is Structural and Functional

-   Brains undergo "pruning." This refers to the natural removal of
    brain cells. Pruning occurs during the last months before birth; the
    final pruning occurs in the late teens.

-   When children are between 6 and 12 years of age, their neurons (the
    basic functional units of the nervous system) grow bushier, making
    connections to other neurons and creating pathways for nerve
    signals.

-   The thickening of the brain's gray matter, which includes neurons
    and dendrites (the branched parts of nerve cells that transmit
    impulses toward the cell body), peaks for girls at age 11 and for
    boys at age 12.5

-   Pruning thins out gray matter and tapers off by age 20.

-   As gray matter thins, brain white matter thickens. White matter is
    responsible for making nerve signal transmissions faster and more
    efficient.

-   During adolescence, the number of brain connections decrease, but
    the remaining connections become faster.

-   Brain development proceeds in stages, generally from back to front.

-   Regions in the back of the brain that control sensory functions
    reach maturity the earliest.

-   The prefrontal cortex, known as the "brain's police officer," is
    associated with impulse control, consequences, context, and
    judgment.

-   Of the parts of the brain, the prefrontal cortex matures last.

## Brain Development Is Hormonal

-   Adolescents come under hormonal assault during puberty.

-   Estrogen and testosterone hormones in the bloodstream spur the
    development of the reproductive system.

-   Adrenal sex hormones are extremely active in the brain and directly
    influence neurochemicals that regulate mood and excitability.

-   Adolescents seek out situations in which they allow emotions to run
    wild.

-   A hormone-brain relationship contributes to the appetite for
    thrills, strong sensations, and excitement.

-   The brain regions that curb risky impulsive behavior are under
    construction during adolescence.

-   The parts of the brain responsible for sensation seeking are turned
    on during adolescence.

## Brain Development Is Biochemical

-   Dopamine is a chemical involved in the pleasure-and-reward circuit
    in the brain.

-   All the addictive drugs increase dopamine in the reward centers in
    the inner brain by increasing dopamine release into synapses (the
    point of connection between two nerve cells) or prolonging its stay.

-   High levels of brain dopamine may influence a young person to take a
    drug or drive a car too fast. And these actions can further increase
    levels of dopamine.

-   Higher sensitivity to reward and excessive risk taking are clearly
    related to dopamine. Low-risk-takers can become high-risk-takers
    under the influence of alcohol, which increases dopamine levels.

    -   Some people may be born with dopamine systems that are either
        overly sensitive or under sensitive, leaving them primed to seek
        or avoid risky activities.

    -   One study found that the highest risk takers were 10 times more
        likely to take drugs, which has become one of the most common
        forms of risk taking in teenagers.

-   Magnetic resonance imaging (MRI) scans have shown that increased
    dopamine levels cause emotions to be processed in the amygdala, an
    area involved in instinctual reactions such as fight or flight,
    anger, or "I hate you," rather than in the frontal cortex, which is
    involved in logical thinking. This explains why teenagers sometimes
    seem emotionally overactive.

-   Lower levels of serotonin, the neurotransmitter that has a calming
    effect, contribute to impulsivity and aggression. Serotonin affects
    mood, pain, and hunger.

-   Lower levels of serotonin have been associated with adolescent
    depression.

## Research Findings on the Effects of Alcohol and Other Drugs on the Adolescent Brain 

-   Adolescent brains are developing dramatically and are quite
    sensitive to neurotoxins like alcohol.

-   Alcohol causes damage to the hippocampus, which is related to
    memory.

-   Damage to the adolescent brain caused by nicotine is similar to the
    damage caused by alcohol.

    -   Teenagers who are heavy tobacco users have a much greater risk
        of developing panic attacks later in life. \[One study showed or
        studies have shown\] that teenagers who used tobacco heavily
        were 15 times more likely to develop panic attacks than their
        nonsmoking peers. **\[Ed. Note: I placed the text in brackets
        because I don't know your source. However, the information you
        cite seems so specific that I would reference its source, i.e.,
        one study or multiple studies).Also, since you are using the
        past tense, it sounds like you are referencing a study or
        studies.\]**

    -   Adolescent nicotine users are prone to infections, depression,
        and anxiety, with girls being more sensitive than boys.

-   Ecstasy causes severe damage to brain cells that produce dopamine
    and serotonin.

## Teens and Brain Development

-   Mature thinking occurs between grades 8 and 11 for girls and between
    grade 8 and the ages of 18 and 24 for boys.

-   Adolescent lying can be seen as a natural phenomenon of the
    development of the brain's frontal lobe, which is involved in
    problem solving and future-oriented thinking. Frontal lobe
    development allows teens to integrate social, emotional, and
    intellectual ramifications in order to see them in context. This is
    the beginning of moral development.

-   Teens need people and institutions to keep them safe, help them
    interpret emotions, identify options, predict consequences, and make
    reasoned decisions, especially until they are about 16 or 17 years
    of age.

-   Teens have an increased need for sleep and naturally stay up later
    and sleep later; increased sleep is necessary for their wildly
    developing brains.

-   Parents (and other adults) contribute to the problem of teen alcohol
    use by not sending clear messages that drinking is not a rite of
    passage and by not effectively monitoring their teenagers.

-   Physical education, music, the arts, and sports are important to
    adolescent development.

## Emotional and Cognitive Maturity

-   Emotional and cognitive maturity can be defined by considering a
    person's thinking and behavior in the following three areas:

    -   Responsibility---the degree to which people feel they can depend
        on themselves, be self-reliant, and resist peers.

    ```{=html}
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    -   Perspective---the ability to think about consequences of actions
        ahead of time, as well as the possible impact of actions on
        others.

    -   Temperance---a measure of impulsivity and the ability to
        regulate emotions.

## Conclusions and Implications

-   A stable home and community help adolescents with the stress of
    being a young person today. A structured environment creates a sense
    of security.

-   It may be time to give teenagers a wider definition of what success
    at this age means, to give them more "wiggle room" to make their own
    mistakes and come up with their own answers. They need some space to
    find their own path. They need time to take risks and roam
    intellectually, physically, and emotionally.

-   The availability of a great variety of internships, work experience,
    and job training, as well as opportunities to travel, is important
    to young people.

-   Finally, teens need a lot of **patience** and **love** as they move
    from adolescence into adulthood.

    **Bibliography:**

Strauch, B. (2003). *The primal teen.* New York: Doubleday.

Wallis, C. (2004, May 10) What Makes Teens Tick. [Time
Magazine:163]{.underline}, 56-65.

### Information Sheet {#information-sheet-6 .HeadInfSheet}

# The Medicine Wheel

![](media/image2.wmf){width="0.9389763779527559in"
height="0.7062992125984252in"}

# The Medicine Wheel - continued

The Native-American concept of the medicine wheel symbolically
represents a nonlinear model of human development. Each compass
direction on the wheel offers lessons and gifts that support the
development of a balanced individual. The idea is to remain balanced at
the center of the wheel while developing equally the physical, mental,
emotional, and spiritual aspects of one's personality. The concept of
the medicine wheel varies among Native peoples: different groups
attribute different gifts to positions on the wheel. But the following
offers a generalized overview of some lessons and gifts connected with
the developmental process.

Lessons and gifts from the East, the place of first light, spring, and
birth, include

-   Warmth of spirit

-   Purity, trust, and hope

-   Unconditional love

-   Courage

-   Truthfulness

-   Guidance and leadership

-   Capacity to remain in the present moment

Lessons and gifts from the South, the place of summer and youth, include

-   Generosity, sensitivity, and loyalty

-   Romantic love

-   Testing of the physical body/self-control

-   Gifts of music and art

-   Capacity to express feelings openly in ways respectful to others

Lessons and gifts from the West, the place of autumn and adulthood,
include

-   Dreams, prayer, and meditation

-   Perseverance when challenged

-   Balance between passionate loyalty and spiritual insight

-   Use of personal, sacred objects

-   Understanding of life's meaning

-   Fasting, ceremony, self-knowledge, and vision

Lessons and gifts from the North, the place of winter and elders,
include

-   Intellectual wisdom

-   Ability to complete tasks that began as a vision

-   Detachment from hate, jealousy, desire, anger, and fear

-   Ability to see the past, present, and future as interrelated

## Source

Bopp, J., Bopp, M., Brown, L., & Lane Jr., P. (1989). *The sacred tree:
Reflections on Native American spirituality.* Twin Lakes, WI: Lotus
Light Publications.