Module Six

Using Human Development in Prevention

Time

The anticipated time for the module is 4 hours.

Learning Objectives

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
    relationship 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.

Materials and Preparation

1.  Prepare an overhead projector or LCD projector with the appropriate
    slides.

2\. Be ready to use the following information and work sheets:

-   **Changes**

-   **Emotional Development Chart**

-   **Social Development Chart**

-   **Moral Development Chart**

-   **Prevention Strategies**

-   **Brain Research and Adolescence**

> 3\. For additional preparation read the following: [The Primal
> Teen]{.underline} by Barbara Strauch and [What Makes Teens
> Tick]{.underline} by Claudia Wallis.

4\. Have handy a chart pad and markers

Format of Facilitator Notes

Trainer instructions are in *italics.* Suggested narrative is in normal
font.

Integrating the SPF throughout the SAPST

Trainer instructions are in *italics.* Suggested narrative is in normal
font. Many elements need to be considered when selecting prevention
strategies. Strategy selection is the link between the SPF Strategic
Planning Step and the SPF the Implementation Step. Since the SPF
requires that prevention is addressed across the life span, an
understanding of human development across aids in our ability to select
and implement appropriate strategies.

Slide 1

*Show slide, **Human Development**.*

##### You might remember that one of the NIDA Prevention Principles stated that prevention programs should be developmentally appropriate and tailored to address audience characteristics, such as age. Why do you think this is a NIDA Prevention Principle? Why do we include a module of human development in the SAPST?

##### 

Slide 2

*Show slide, **Using Human Development in Prevention -- Why?** and
review slide.*

*Refer participants to the work sheet, **Changes**, and ask them to fill
it out as much as they can. Assure participants that they won't have to
share any of their responses if they don't want to.*

*After a few minutes, have participants discuss the questions briefly in
pairs, sharing only what they choose to share. Then ask for generalized
comments from the large group.*

##### 

Slide 3

##### *Show slide,* *Changes, and review the questions with the group.*

Debrief by suggesting the following points:

-   Major changes occur throughout people's lives. Sometimes they are
    related to age, coinciding with developmental periods of major
    growth or transition.

-   Changes can occur as the result of seeking fulfillment of basic
    human needs or for higher consciousness.

-   Changes are often motivated by "disequilibrium," or a sense of
    instability or imbalance.

-   Prevention professionals need to know what types of changes people
    are experiencing so they can provide developmentally appropriate
    services.

Social scientists have noticed the same patterns of life changes that we
have just identified. There are numerous theorists that have studied
human development, and we will condense some of their work and talk
about emotional, social, and moral development. However, one theorist
who has a somewhat different slant is Abraham Maslow.

Slide 4

*Show slide, **Maslow**, and review it.*

Maslow introduced his theory of human development in the 1960's,
conceiving of human needs in the form of a hierarchy, with lower needs
taking priority over higher-level needs.

Slide 5

*Show slide, **Maslow's Hierarchy of Needs**, and refer to information
sheet of the same name.*

Maslow conceived of seven levels of human needs, from the most basic
which appear at the base of the pyramid, to the higher needs which
appear toward the top. He divided these seven levels of needs into two
major categories: deficiency needs and growth needs. The bottom four
needs on Maslow's Hierarchy are termed deficiency needs while the top
three are termed growth needs. He thought that people's behavior will be
motivated by their more basic deficiency needs, such as physiological,
safety, and belongingness, before they could be concerned with meeting
their higher growth needs. So if a person is concerned about having
adequate housing, having enough to eat, or having other basic life
necessities, that person will be motivated to act in ways that will help
fulfill these needs and may not be very interested in higher-level
needs, such as improving their mind with new knowledge, developing new
life skills, or appreciating the arts. There is also a recognition that
individuals do not operate on any one level all of the time, nor do they
necessarily progress through all the levels in order. In a given day one
might make decisions on a number of different levels.

Slide 6

*Show slide, **Maslow Deficiency and Growth Needs**.*

Deficiency needs are "deficits in the organism, empty holes, so to
speak, which must be filled up for health's sake and furthermore must be
filled from without by human beings other than the subject" (Maslow,
1968). Deficiency needs, such as physiological needs (hunger, thirst),
safety needs and needs for belongingness and self-esteem motivate
behavior designed to fulfill these needs.

Growth needs, or "being needs," involve a drive toward
self-actualization. They do not strive for homeostasis or
tension-reduction, as lower level needs do, Instead they may cause a
person to seek tension, or disequilibrium as Maslow called it, in
seeking to fulfill these higher-level needs. Baumrind and Moselle (1985)
described adolescence as "a process characterized by alternating periods
of relative disequilibrium and equilibrium" (p. 45).

Slide 7

*Show slide, **Maslow Growth Needs.***

Self-actualizers achieve a level of success in the world beyond the
satisfaction of basic physiological or emotional needs. Because their
deficiency needs are largely met, they are more motivated by being
needs.

Maslow talked about "peak experiences" as mystical or transcendental
experiences in which the individual feels valuable, good and worthwhile,
and often involves a sense of wonder, awe and unity with the universe.
These experiences appear unexpectedly and can be frequent small events
of awareness as well as major occasions of enlightenment.

Maslow also referred to what he called a "plateau experience," a
low-key, less intense experience offering a more enduring sense of
sacredness and unity. These experiences can be earned through work,
discipline, study, and commitment to spiritual practice.

*Ask participants to review their worksheet, **Changes**, and ask
whether any of their life changes were motivated by seeking basic human
needs or higher consciousness. Ask them how they can use knowledge about
the hierarchy of human needs in their prevention work.*

Slide 8

*Show slide, **Human Development- Social, Emotional, Moral.***

Researchers in the area of human development and family studies such as
Oesterreich, Greenspan and Kohlberg have identified patterns of life
changes related to emotional, social and moral development. In this
section we will explore these patterns. At the end of the section
prevention strategies that focus on emotional, social, and moral
development will be identified and reviewed.

Let's consider emotional development first. Emotional development is the
manner in which human feelings or sensibilities develop. Emotions play
an important role in social relationships.

Slide 9

# *Show slide, Emotional Development Newborn to Age 1, and refer participants to the information sheet, Emotional Development Table.*

# 

#### The most essential ingredient in infant care is a warm responsive and dependable adult caregiver. Caregivers should spend lots of time holding, cuddling, and playing with infants in their care. Infants who are held and cuddled develop a sense of self-worth and security. This feeling of security encourages infants to try new things. 

Infants demonstrate their emotions through expressions of laughter when
responding to peak-a-boo games, or when a rattle is shaken. They squeal,
laugh, babble, and smile to communicate a feeling of joyfulness. They
also cry with tears to communicate pain, fear, discomfort, or
loneliness. For example, infants demonstrate fear of falling off of high
places such as tables or stairs, fear of strangers, and demonstrate
anger if a toy is taken away.

From birth to three months infants learn to self-regulate. With the help
of their parents they learn to communicate when they have had too
little, too much, or just the right amount of stimulation. Emotional
self-regulation improves as crawling and walking permit approach and
retreat from stimulation.

Infants are able to reliably identify their caregiver's emotions from
facial expressions, body language, voice quality, and touch. They also
develop sensitivity to the positive and negative feelings of their
caretakers.

Infants begin to learn about cause and effect: their smile will produce
a smile in her caregiver, and their "goohs" and "gahs" will produce
caregiver "oohs" and "aahs."

Slide 10

*Show the slide, **Emotional Development 1 to 2 Years of Age. ***

#### 

Emotions take on roller coaster-like qualities as toddlers at this age
can move from excitement to anger to laughter within a few moments. At
this age they can be extremely demanding and persistent. Temper tantrums
may be utilized if their demands are not met. These tantrums are a
result of the toddlers' inability to express their ideas. Handling
tantrums calmly will help deescalate them.

Toddlers become possessive of caregivers' attention and display feelings
of jealousy. They display their affection by returning a hug or a kiss.
Toddlers are surer of themselves and of what they can do as they grow.
As they acquire language they are able to verbally express their
emotions through ideas created in their imagination. For example, they
might punish a doll or stuffed toy for being naughty or say, "No more
cookies."

Slide 11

#### *Show the slide, Emotional Development 3 to 6 Years of Age*.

Children at this age move from expressing feelings of anger physically
to verbally. Furthermore, language at this stage may range from silly
words to profanity and loud, boisterous laughter may accompany such
language.

At the onset of this age group, wild stories and exaggeration become
common. Children enjoy making others laugh and being silly. They have a
good sense of humor and enjoy sharing jokes and laughter with adults. At
the latter part of this age group, children may comply with rules
displaying a positive emotion they truly do not feel.

Children at this age also become more sensitive to the needs and
feelings of others around them. They take notice when another child is
angry or sad and therefore are more sensitive to feelings of others.
They are also less fearful of the world than toddlers because they have
a better understanding of the world. For example, the emotional elements
of their pretend play become more complex and true to real-life
situations. They learn to separate make-believe from reality.

Slide 12

*Show the slide, **Emotional Development 7 to 9 Years of Age***

A strong desire to perform well and do things right is evident among
this age group of children. They view things as black and white, right
or wrong, wonderful or terrible, with very little middle ground. They
find criticism or failure emotionally difficult to handle. Outbursts of
anger are less frequent as they are better able to conform to rules.

Children become aware of others' expressions and emotions and can begin
to see things from another child's point of view. Their ability to
empathize with others increases as they are better able to understand
emotions. They seek a sense of emotional security by participating in
groups, organized play, and clubs.

Slide 13

*Show the slide, **Emotional Development 10 to 14 Years of Age*****.**

Early adolescents experience fluctuations in mood, partly as a result of
hormonal changes. Rising hormone levels influence emotions in two ways.
First they have an organizing and activating influence on emotions,
facilitating negative emotions such as anger and inhibiting positive
emotions such as happiness. For example, they hide joy about a good
grade in order to appear "cool" to their peers. Second, rapid increases
in hormones may influence emotions during adolescence by disrupting the
existing hormonal balance.

A drop in self-worth may occur at the time that adolescents move from
elementary to junior high school. The physiological changes of puberty
may be a factor; self-perception depends on beliefs about appearance and
popularity, and boys and girls alike tend to think of themselves as
being less attractive once they reach adolescence. This obsession with
physical appearance and extreme emotional sensitivity to embarrassment
leads some adolescents to respond in a violent manner. Others may
internalize these stresses and experience depression and anxiety.

At this early stage adolescents often think their own feelings are
unique -- that those around them have never experienced such emotions.
Hence, they insist that no one else, least of all their parents, knows
how they feel. Furthermore, they may feel invulnerable and immortal. As
a result, adolescents are prone to engaging in risky behaviors, such as
driving at high speeds, or experimenting with drugs.

Slide 14

*Show the slide, **Emotional Development 14 to 18 Years of Age**.*

Adolescents who have strong emotional bonds with parents tend to have a
higher sense of self-worth and function at more mature levels in this
later stage of adolescence. Those who are alienated from their parents
are susceptible to the opinions of others for longer periods of time.

At this stage adolescents also wrestle with the question of who they are
and how they fit into the adult world. Initially they have mixed ideas
and feelings about the specific ways in which they will fit into
society. They may experience a variety of things such as tinkering with
cars, babysitting for neighbors, engaging in extracurricular activities
at school and affiliating with political groups. As adolescents mature
they achieve a sense of identity regarding who they are and where their
lives are headed. When maturity is reached a lot of self-reflection
takes place in order to understand one's feelings.

Remember that individuals do not necessarily operate on any one level
all of time, regardless of their chronological age. The stage at which
they operate most of the time is, however, significant, in that it
represents their general developmental level.

*Ask participants to share in pairs or quads at least three ways they
think knowledge about emotional development should inform and shape
their work in prevention.*

Slide 15

-   *NOTE: An alternative method of presenting this material on social
    development (slides 15-20) is as follows:*

    -   *break the class into five groups;*

    -   *assign one state of social development to each group;*

    -   *refer participants to the information sheet, **Social
        Development Table**;*

    -   *have each group develop a one-minute role play depicting the
        aspects of social development tin their assigned stage;*

    -   *have each group present their role play while displaying the
        corresponding stage slide.*

*Show the slide, **Social Development 1 to 2 years of Age**, and refer
participants to the information sheet, **Social Development Table**.*

Social Development refers to the manner in which humans develop
interactions with others in order to become social participants in their
communities.

Children at this age love to be touched and held close, and love the
attention given to them by adults. They spend a great deal of time
watching, observing, and imitating adults. For example, they imitate
adult actions such as drinking from a cup or talking on the telephone.

Children develop self-recognition through their awareness of adult
standards (a child asks their parent to fix a broken toy by expressing
concern and a need for help), their tendencies to smile following
accomplishments (children demonstrate satisfaction in purposefully
initiating challenging activities or behaviors for themselves), when
giving directions to adults (this implies the child is now a person
living among other people even if he still lacks many of the skills he
sees in older children or adults), and when able to speak
self-descriptively (Me go).

At this age children are able to categorize people around them according
to each person's specific characteristics. Children have the ability to
familiarize themselves with each of the people and develop a set of
ideas about each person based on their experiences, which helps the
child recognize that person by name.

Children are naturally self-centered. They are very possessive of
belongings. For example, they can offer toys to other children but then
will want them back.

A greater sense of independence from their caregiver develops as
children begin to walk, run, and climb with greater skill. They begin
using language such as "No" and "Mine." They begin to show interest in
dressing, brushing their hair and teeth. Social interests and physical
abilities sometimes collide as a hug becomes a tackle and a gentle pat
becomes a whack.

Slide 16-17

#### *Show the slide,* *Social Development 3 to 6 Years of Age*.

#### Children at this age begin to remember their life history. They are now able to express their beliefs through their desires. They like to feel grown up and often boast about themselves to younger children. They enjoy helping adults with simple household tasks and are able to understand and obey simple rules and often ask permission. At times they do need to get away from their caregivers and be alone.

Children now act with an intention in mind. Their perception of others
is based on the concrete characteristics as well as common emotions and
attitudes. With this perception they tend to imitate parents of the same
sex, particularly in play, but often show preference for the parent of
the opposite sex. At this age, children become critical of other
children and can be embarrassed by their own mistakes. At the latter
part of this stage children enjoy dramatic play with other children and
"best friends" become very important. They constantly seek attention and
the approval of adults.

Children develop the ability to understand relationships among people
and similarities and differences in other families. Friendship is based
on play and exchange of material goods. Children acquire social problem
solving strategies such as taking turns, and sharing.

Slide 18

#### *Show the slide, Social Development 6 to 9 Years of Age.*

Children develop a self-concept based on their academic, physical, and
social dimensions. They base achievement on their ability and effort as
well as on external factors such as praise from their caregivers.

This age group is able to develop perceptions of people according to
personality traits and through comparisons. They develop racial and
social class attitudes. They are also able to understand that people can
interpret the same event in different ways. They become fascinated by
rules and can develop games with extensive rules and rituals. They may
have a best friend, as well as an enemy. Generally they enjoy caring for
and playing with younger children.

Being with friends becomes increasingly important for children. Girls
want to play more with girls and boys with boys. Social problem-solving
strategies increase in quantity and quality.

Slide 19

#### *Show the slide, Social Development 10 to 14 Years of Age.*

Adolescents at this stage become increasingly attuned to and interested
in the mental life of those around them. They gradually learn that
people have thoughts, feelings, and motives different from their own and
that these thoughts, feelings, and motives can be complex and at times
contradictory.

They become increasingly skilled in taking the perspectives of those
around them: They can imagine how other people must think and feel and
begin to empathize with those who are suffering or in need. With this
empathy they develop an interest in pleasing others. They also have a
tendency to think of social rules and conventions as standards that
should be followed for their own sake.

Early adolescents store information about social events in working
memory, expanding on such events using one's existing knowledge base and
retrieving possible responses from long-term memory.

Secret codes, shared word meanings and made up languages, passwords and
elaborate rituals are important ways to strengthen the bonds of
friendship.

Slide 20

*Show the slide, **Social Development 15 to 18 Years of Age.***

Adolescents at this stage recognize that people are products of their
environment and that past events and present circumstances influence
personality and behavior.

During late adolescence young people's conceptions of their society
reflect a similar progression toward more complex, comprehensive, and
abstract views. Adolescents gain greater awareness of social conventions
as a means of helping their society function smoothly and cohesively.
They become increasingly knowledgeable about their society's political
and economic foundations. They gain a concern about doing one's duty and
abiding by societal rules as a whole rather than simply pleasing certain
people. Nonproductive ways of thinking about others, such as stereotypes
and prejudice, sometimes accompany such advancement.

An identity is developed based on personality traits, close friendships,
romantic appeal and job competence. Character sketches are used to
formulate person perception. For example, adolescents who are deemed
socially popular among their peers are perceived as liking other people;
they are tolerant, flexible, and sympathetic and help others by making
them feel accepted and involved by planning and initiating interesting
and enjoyable group activities. Popular teenagers are described as
lively, cheerful, and good-natured, and as having a good sense of humor;
they possess initiative, enthusiasm, drive, and good ideas (Conger,
1977).

Adolescents who are ill at ease and lack in self-confidence and who
respond to uncomfortable situations by acting timid, nervous, or
withdrawn are more likely to be neglected and socially isolated from
their peers. Also, teens that handle their discomfort in an aggressive,
conceited, or demanding way are apt to be actively disliked and rejected
(Conger, 1977).

Again, remember that individuals do not necessarily operate on any one
level all of time, regardless of their chronological age. The stage at
which they operate most of the time is, however, significant, in that it
represents their general developmental level.

*Ask participants to share in pairs or quads at least three ways they
think knowledge about social development should inform and shape their
work in prevention.*

Slide 21

*Show slide, **Moral Development Level One.***

Moral development is the manner in which a sense of what is right and
what is wrong develops. Moral development occurs at several broad
levels, roughly corresponding to developmental ages. Level one moral
development occurs from birth to about age 6. *Review slide.*

Slide 22

*Show the slide. **Moral Development Newborn to 3 Years of Age**, and
refer participants to the information sheet, **Moral Development
Table**.*

Children think about morality in concrete and selfish terms. A child
makes no distinction between what he believes is right and what the
world tells him is right.

By the end of this stage children begin to conform to their caregivers'
wishes and postpone their own desires.

Slide 23

*Show the slide, **Moral Development 3 to 6 Years of Age.***

Children at this stage accept the moral perspectives of caregivers as
their own. Children begin to feel remorseful for wrong behavior and are
now able to understand standards for what is considered right and for
what is considered wrong.

#### 

#### Children form opinions about their caregiver's authority and determine what they are able to do and not do. Determining the reasoning for what is right or wrong is self-serving. By six years of age, children base justice on what they consider to be equal.

Children do not have to receive immediate gratification for their wants
and desires and are better able to wait for things. Adults need to
provide children with strategies for self-control.

Slide 24

*Show the slide **Moral Development Level Two**.*

Level two moral development occurs from about age 7 to age 18. *Review
slide.*

Slide 25

*Show the slide, **Moral Development 7 to 9 Years of Age.***

Children focus on rewards and punishments provided by the authority
figures to determine what is right and what is wrong. Children reason
about justice based on what they consider to be fair. Good is whatever
brings approval from friends as a peer group

Children expand their self-control strategies and gain an understanding
of how these strategies work.

Slide 26

*Show the slide, **Moral Development 10 Years to 14 Years of Age.***

Early adolescents gain an increased understanding of fairness and an
increased capacity to feel guilt and shame about moral wrongdoing. They
begin to recognize that others have needs. They may try to satisfy
others' needs if their own needs are also met. ("You scratch my back,
and I'll scratch yours.") They continue to define right and wrong
primarily in terms of consequences to themselves.

At this stage, adolescents make decisions based on actions that will
please others especially authority figures. They are concerned about
maintaining interpersonal relationships through sharing, trust, and
loyalty, and they take other peoples perspectives and intentions into
account in their decision-making.

Slide 27

*Show the slide, **Moral Development 15 to 18 Years of Age.***

Late adolescents look to society as a whole for guidelines concerning
what is right and wrong. They know that rules are necessary for keeping
society running smoothly and believe it is their "duty" to obey them.
However, they perceive rules to be inflexible; they don't necessarily
recognize that as society's needs change, rules should change as well.

Good is whatever conforms to existing procedures for settling
disagreements in society. For example, in the United States legal
disagreements are settled in court whereas in other societies legal
disagreements may be settled through physical aggression. Also, good is
whatever is consistent with personal, general moral principles. Moral
dilemmas are based on relationships with others and on societal norms.
Moral reasoning focuses on understanding others feelings.
Self-regulation is based on what is considered right and wrong.

For some young people high moral values are a central part of their
overall identity; these individuals often show a strong commitment to
helping those less fortunate than themselves. Adolescents with less
advanced moral reasoning, especially those who focus on their own needs
exclusively, are more likely to engage in antisocial behavior.

Slide 28

*Show slide, **Moral Development Level Three**, and review slide.*

In adulthood, morality becomes increasingly internalized, and choices
are made from within oneself. Moral thinking is in terms of internal
principles and values that one has determined to be universally life
enhancing. These values consistently guide behavior. Authority and rules
are respected, but there is also the recognition that circumstances
occur in which societal standards cannot govern behavior (situational
morality). Moral behavior is that which is consistent with one's values.
Personal beliefs guide personal behavior, one "walks the talk," and
there is a recognition that to do so may involve personal sacrifice and
social disapproval.

Slide 29

*Show slide, **Moral Development Proceeds From...***

Social, emotional, and moral development, of course, continue throughout
adulthood. Ideally, adulthood brings a more mature sense of self and
others, a balance between individual-consciousness,
collective-consciousness, and societal-consciousness. However, remember
that individuals do not necessarily operate on any one level all of
time, regardless of their chronological age. In a given day one might
make decisions on a number of levels, while at the same time operate
generally from one "preferred" level which indicates their general stage
of moral development. Often the elder years bring realization of
perspective to one's life as elders reflect on life's meaning. Elders
also bring resiliency skills learned earlier in life, or the lack
thereof, to the task of preparing for and experiencing late life losses
often characterized by reductions in social, health, and economic status
(Erikson, 1950). In addition, brain changes associated with aging may
also cause emotional states resembling adolescence, bringing increased
challenges to the already challenging tasks of aging.

Slide 30

*Show slide 29, **Moral Development Stage Scenarios**.*

*Ask participants to refer to their information sheet, **Moral
Development Table** and, at their tables, identify which stage of moral
development the scenarios depicted on the slide reflect.* *Allow 10
minutes and debrief.*

*Then, in pairs, ask participants to list at least three ways
information about moral development should inform and shape their work
in prevention. Debrief by asking several pairs to report out.*

Slide 31

*Show slide, **Developmentally Appropriate Prevention**, and review
slide.*

Slide 32

*Divide participants into their case study groups. Show slide,
**Activity**, and review the instructions.*

*Refer participants to the information sheet, **Prevention Strategies
focused on Human Emotional, Social, and Moral Development**, as a
resource for this activity.*

*Give participants 20 minutes to complete the activity, after which they
will be asked to share their ideas. Debrief by asking for any
significant insights gleaned from the activity.*

Slide 33

*Show slide, **Adolescent Brain**, and refer participants to the
information sheet, **Adolescent Brain Development.***

We see dramatic changes occurring physically with adolescents. These
changes are occurring equally dramatically on the inside.

Until recently, the adolescent brain was believed to be the same as that
of an adult -- a finished product. In part, that was due to the fact
that the physical size of the adolescent brain is the same as that of an
adult. Hence, scientists believed the adolescent brain was fully
developed. This is not the case.

Slide 34

*Show slide, **Use It or Lose It.***

The brain is like a muscle that needs to be exercised to fully develop.
Scientists like to use the phrase "neurons that fire together wire
together." The more that certain neurons are used, the stronger their
pathways become. For example, in teaching adolescents to manage strong
emotional impulses, the more we teach them to think before they speak or
act, the stronger these neurons become.

Slide 35

*Show slide, **Blossoming and Pruning**.*

What a time for this pruning process to take place! The prefrontal
cortex is responsible for planning, considering consequences, and
impulse control. The prefrontal cortex is the part of the brain that
tells you not to make a nasty gesture when someone cuts you off on the
freeway, as it could result in dire consequences.

The fact that this part of the brain is not fully wired results in
increased risk-taking, distractibility, and conflict-seeking on the part
of adolescents. The prefrontal cortex is not fully developed until the
early twenties.

Adolescents need increased sleep during this period. Some say 9-10 hours
are required. However, their rhythm is such that they do not feel sleepy
until late at night, and they like to sleep late. This, too, is a result
of brain activity. Their melatonin level rises during the day, and
they're not sleepy until much later than younger children and adults.
But they need that rest to help their nerve cells recover.

Slide 36

*Show slide, **Hormonal Surges**, and review slide.*

Sldie 37

*Show slide, **Neurotransmitters.***

Besides affecting the body's organs, hormones affect the brain's
neurotransmitters. In the adolescent brain, the three most active (and
therefore most affected) are norepinephrine, dopamine, and serotonin.
All three of these neurotransmitters influence mood, which explains a
lot about adolescent mood changes.

Slide 38

*Show slide, **Neurotransmitters (continued).***

Norepinephrine has the effect of an energizer. It prepares the body for
a fight or flight response if needed.

Dopamine releases that "feel good" feeling. Humans are naturally
attracted to anything that increases dopamine levels. Two prime examples
are alcohol and drugs.

Serotonin is a mood stabilizer. In proper amounts, we feel relaxed. If
there is too little serotonin in our systems, we feel depressed or
aggressive.

Chocolate increases levels of dopamine and serotonin, which may explain
why some of us crave it.

Slide 39

*Show slide, **Alcohol and the Adolescent Brain**, and review slide.*

Slides 40-41

*Show slides, **Tobacco and the Adolescent Brain**, and review slides.*

Slide 42

*Show slide, **Other Drugs**, and review slide.*

Slide 43

*Show slide, **ATOD Interferes with** **Growth**, and review slide.*

Slide 44

*Show slide, **In Conclusion**, and review slide.*

*Have participants discuss, at their tables, how they can use
information on adolescent brain development in their prevention work.
Have a few tables report their ideas to the large group.*

***The next section is an optional section presenting the Medicine Wheel
concept of Human Development and may be used with appropriate
audiences.***

Slide 45

*If you chose to present the Medicine Wheel, know that some Native
Americans have indicated that it is inappropriate for a non-Native
American to present the Medicine Wheel. Many facilitators have privately
invited Native American participants or presenters to review the
Medicine Wheel model of human development earlier in the week, have
asked for their recommendations about sharing the model during the
training, and have followed their recommendations.*

*Show slide, **Medicine Wheel**, and refer participants to the
information sheet of the same name.*

Many academic models of human development are linear, including those
covered in this module. In contrast, the Native American concept of the
Medicine Wheel symbolically demonstrates a nonlinear model of human
development that can be useful when incorporated into prevention
practices. The model varies somewhat between groups, but the concept is
similar. Each direction on the wheel offers lessons and gifts that help
to develop an individual. Typically, animals, plants, herbs and minerals
are used to demonstrate developmental lessons in a tradition of
storytelling. The idea is to remain balanced at the center of the wheel
while equally developing the physical, mental, emotional and spiritual
aspects of one\'s person continuously throughout the life cycle.
Imbalance in any of the four aspects of one\'s being causes disease in
that element and may result in physical disease, mental illness,
emotional disease, or spiritual disease.

In this cyclical model, movement around the wheel can symbolically
represent the sun\'s path across the sky, the seasons, and the life
cycle. The journey begins in the East (place of first light, spring and
birth), moving South (place of summer and childhood), traveling to the
West (place of autumn and adulthood) proceeding to the North (place of
winter and elders), returning to the East in a con­tinuous cycle.

*Review lessons and gifts of each compass direction, using the
information sheet as a guide.*

*Ask participants what similarities they see with the Medicine Wheel and
the linear models of human development discussed in this section and
ideas for how they might use the medicine wheel concept of human
development in their prevention work.*

Slide 46

*Show slide, **Questions and Discussion**, and invite questions and
closing discussion.*

### 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  | Decrease  |
| need a    | take on   | move from | desire to | changes   | in        |
| warm,     | rolle     | physical  | perform   | in mood   | self-cons |
| re        | r-coaster | emotional | well and  | result    | ciousness |
| sponsible | quality.  | ex        | do things | from      | becomes   |
| c         |           | pressions | c         | hormonal  | evident   |
| aregiver. | Children  | to verbal | orrectly. | changes.  | in early  |
|           | become    | exp       |           |           | ado       |
| Infants   | extremely | ressions. | They view | Children  | lescence. |
| develop   | demanding |           | issues as | carefully |           |
| s         | and       | They      | right or  | regulate  | Young     |
| elf-worth | pe        | develop a | wrong,    | their     | people    |
| and       | rsistent. | good      | with very | emotions. | wrestle   |
| security. |           | sense of  | little    |           | em        |
|           | Temper    | humor.    | middle    | They may  | otionally |
| Emotional | tantrums  |           | ground.   | e         | with      |
| security  | are       | They      |           | xperience | identity  |
| r         | common.   | comply    | Criticism | a drop in | issues.   |
| egulation |           | with      | and       | self-     | (Who am   |
| improves. | Children  | rules and | failure   | assurance | I?)       |
|           | become    | display   | are       | after     |           |
| Infants   | p         | positive  | difficult | t         | They may  |
| identify  | ossessive | emotion   | to        | ransition | accept    |
| c         | of        | as they   | handle.   | to middle | some      |
| aregivers | ca        | do so.    |           | school.   | parental  |
| and       | regivers. |           | Emotional |           | i         |
| emotions. |           | They are  | c         | They are  | deologies |
|           | Empathy   | sensitive | onformity | pr        | and       |
| Infants   | begins to | to        | to rules  | eoccupied | pro       |
| begin to  | appear.   | others'   | improves. | with      | fessional |
| learn     |           | feelings. |           | ap        | goals.    |
| about     |           |           | They      | pearance. |           |
| cause and |           | Emotional | become    |           | They      |
| effect.   |           | elements  | better    | Serious   | search    |
|           |           | of play   | able to   | emotional | and       |
|           |           | become    | u         | problems  | explore   |
|           |           | true to   | nderstand | such as   | to        |
|           |           | real-life | others'   | d         | develop   |
|           |           | si        | emotions. | epression | their own |
|           |           | tuations. |           | may       | identity. |
|           |           |           | They seek | appear.   |           |
|           |           |           | emotional |           | Maturity  |
|           |           |           | security. | They      | may bring |
|           |           |           |           | in        | about     |
|           |           |           |           | ternalize | ap        |
|           |           |           |           | or        | propriate |
|           |           |           |           | ex        | emotional |
|           |           |           |           | ternalize | b         |
|           |           |           |           | stresses. | ehaviors. |
+-----------+-----------+-----------+-----------+-----------+-----------+

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       |
| They develop | They        | dimensions. | feelings.  | different  |
| self-        | express     |             |            | thoughts   |
| recognition. | beliefs     | Achievement | They take  | and        |
|              | through     | is based on | others'    | feelings   |
| They         | desires.    | ability,    | pe         | from their |
| categorize   |             | effort, and | rspectives | own.       |
| people       | Their       | on external | into       |            |
| according to | se          | factors     | cons       | They show  |
| char         | lf-efficacy | such as     | ideration. | an         |
| acteristics. | is          | praise.     |            | und        |
|              | typically   |             | They show  | erstanding |
| They are     | high.       | Children    | some       | that       |
| se           |             | develop     | tendency   | social     |
| lf-centered. | A           | perception  | to think   | rules and  |
|              | ttributions | of others   | of social  | c          |
| They develop | are related | based on    | rules and  | onventions |
| a greater    | to          | personality | c          | help       |
| sense of     | a           | traits and  | onventions | society    |
| i            | chievement. | c           | as         | run more   |
| ndependence. | **\[Ed.     | omparisons. | standards  | smoothly.  |
|              | Note: This  |             | that       |            |
|              | is unclear. | They        | should be  | Se         |
|              | Reword      | develop     | followed.  | lf-concept |
|              | s           | race and    |            | is based   |
|              | omehow?\]** | social      | They want  | on         |
|              |             | class       | to please  | p          |
|              | They act    | attitudes.  | others.    | ersonality |
|              | with        |             |            | traits,    |
|              | intention.  | Their       | They store | fr         |
|              |             | perspective | i          | iendships, |
|              | They are    | expands.    | nformation | romantic   |
|              | critical of |             | about      | appeal,    |
|              | others.     | Friendship  | social     | and job    |
|              |             | becomes     | events in  | c          |
|              | They seek   | i           | long-term  | onfidence. |
|              | attention   | ncreasingly | memory.    |            |
|              | and         | important.  |            | Character  |
|              | approval of |             | Secret     | sketches   |
|              | adults.     |             | codes and  | formulate  |
|              |             |             | shared     | pe         |
|              | Friendship  |             | word       | rceptions. |
|              | is based on |             | meanings   |            |
|              | play and    |             | strengthen | They       |
|              | exchange of |             | the bonds  | define     |
|              | material    |             | of         | friendship |
|              | goods.      |             | f          | as mutual  |
|              |             |             | riendship. | und        |
|              | They        |             |            | erstanding |
|              | acquire     |             |            | and        |
|              | social      |             |            | intimacy   |
|              | prob        |             |            | rather     |
|              | lem-solving |             |            | than       |
|              | strategies. |             |            | 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   | Children   | Young      |
| think of     | accept      | whatever    | develop    | people     |
| morality in  | moral       | conforms to | better     | look to    |
| concrete     | p           | existing    | und        | society as |
| terms and    | erspectives | laws,       | erstanding | a whole    |
| are          | of          | customs,    | of         | for        |
| motivated    | caregivers  | and         | fairness   | guidelines |
| selfishly.   | as their    | authority.  | and guilt. | about      |
|              | own.        |             |            | right and  |
| They learn   |             | Rewards and | They       | wrong.     |
| to comply    | They        | punishment  | recognize  |            |
| with rules   | understand  | provide the | others'    | "Good" is  |
| and to       | standards   | focus for   | needs.     | whatever   |
| accept delay | for right   | what is     |            | conforms   |
| of           | and wrong.  | right and   | They are   | to         |
| gr           |             | wrong.      | concerned  | existing   |
| atification. | They form   |             | about      | p          |
|              | opinions    | Their sense | m          | rocedures. |
|              | about       | of justice  | aintaining |            |
|              | caregivers' | is based on | int        | "Good" is  |
|              | authority.  | fairness.   | erpersonal | consistent |
|              |             |             | rela       | with moral |
|              | Their       | "Good" is   | tionships. | p          |
|              | notion of   | also what   |            | rinciples. |
|              | justice is  | brings      | They       |            |
|              | based on    | approval    | consider   | Moral      |
|              | equality.   | from        | other      | dilemmas   |
|              |             | friends.    | people's   | involve    |
|              | Ability to  |             | pe         | rel        |
|              | accept      | They expand | rspectives | ationships |
|              | delay of    | their       | when       | with       |
|              | gr          | s           | making     | others and |
|              | atification | elf-control | decisions. | societal   |
|              | improves.   | strategies. |            | norms.     |
|              |             |             | They       |            |
|              | They need   |             | satisfy    | Moral      |
|              | adults to   |             | others'    | reasoning  |
|              | provide     |             | needs if   | focuses on |
|              | s           |             | their own  | und        |
|              | elf-control |             | needs are  | erstanding |
|              | strategies. |             | also met.  | others'    |
|              |             |             |            | feelings.  |
|              |             |             | Decisions  |            |
|              |             |             | are        | Self-      |
|              |             |             | intended   | regulation |
|              |             |             | to please  | is based   |
|              |             |             | others.    | on what is |
|              |             |             |            | considered |
|              |             |             |            | right and  |
|              |             |             |            | 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 Emotional, Social, and Moral 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 growing 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 that
        teenagers who used tobacco heavily were 15 times more likely to
        develop panic attacks than their nonsmoking peers.

    -   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.