Front Cover	1
	AdolescenceDevelopment During a Global Era	4
	Copyright Page	5
	Contents	6
	Contributors	14
	Preface	18
	Foreword	22
	Chapter 1: Sociopolitical contexts of development	26
	1.1. General introduction and overview: human development across context-sharing diverse groups	27
	1.1.1. History-graded influences	28
	1.1.2. Age-graded influences	30
	1.1.3. Nonnormative influences	30
	1.2. Introduction to the conceptual orientation	33
	1.3. Resiliency: obtaining good outcomes independent of risk level	37
	1.4. Contemporary adolescents' unique challenges and opportunities	39
	1.5. Theory-driven volume organization	43
	1.6. Conceptual intent, purpose, and organization of the volume	46
	References	50
	Unit 1: Developmental transitions	54
	Chapter 2: Physiological activity during adolescence	56
	2.1. The rise of biopsychosocial models	57
	2.1.1. Outside in models	57
	2.1.2. Inside out models	59
	2.1.3. A working model	61
	2.2. Genetics and development	62
	2.3. Fetal programming	65
	2.4. Psychophysiological studies	67
	2.4.1. Markers of adolescent development: Physiological levels	67
	2.4.2. Markers of adolescent development: Physiological reactions	69
	2.4.3. Physiological levels as harbingers	71
	2.4.4. Physiological reactions as harbingers	72
	2.4.5. Physiological activity and cognitive efficiency	75
	2.4.6. Resilience and resistance	76
	2.5. Conclusion	79
	References	80
	Chapter 3: Cognitive development for adolescents in a global era: A social justice issue?	88
	3.1. Piaget's constructivist perspective	89
	3.2. Vygotsky's sociocultural perspective	92
	3.3. Cognitive development in context	93
	3.4. New technology transforms cognitive ability	95
	3.5. Implicit learning and its implications for the global era	97
	3.5.1. The implicit learning of spelling strategies	97
	3.5.2. The implicit learning of stereotypes	98
	3.5.3. Implicit learning of behavior schemes: The example of exposure to violence	101
	3.6. Cognitive development and adolescents in a global era	104
	3.6.1. The development of scientific thinking skills in the global era	105
	3.7. Normative cognitive processes transformed by new technology	109
	3.7.1. Moving toward a socially conscious theory of cognitive development	110
	3.8. Conclusion	112
	References	113
	Chapter 4: Adolescent psychosocial processes: Identity, stress, and competence	118
	4.1. Framing normative development	120
	4.1.1. Havighurst and Erikson	120
	4.1.2. Developmental tasks and assets	123
	4.2. Self-development and identity formation	125
	4.2.1. Racial and ethnic identity	128
	4.2.2. Identity and interpersonal processes	130
	4.3. Stress and competence	132
	4.3.1. Youth vulnerability and adaptation	135
	4.4. Future directions	139
	4.5. Conclusion	140
	References	140
	Unit 2: Contexts of development: socialization process	148
	Chapter 5: A contemporary history of the church, hip hop, and technology: Their influenceon African American youth development	150
	5.1. The black church	150
	5.2. Hip hop	157
	5.3. Technology	162
	5.4. Conclusion	164
	References	165
	Chapter 6: Leisure and technological influences	168
	6.1. Structured leisure time activities	170
	6.1.1. Camps as a mediating space between youth-adult worlds	171
	6.1.2. Out-of-school organizations for youth	176
	6.1.3. Summary	180
	6.2. Informal leisure time activities	181
	6.2.1. Online communication technologies: IM, Internet chats, and social networking sites	183
	6.2.2. Opportunities for positive development within online leisure activities	184
	6.2.3. Gaming	189
	6.2.4. Opportunities for positive development within gaming	190
	6.3. Ubiquitous computing and the negotiation of borders between youth and adult worlds	194
	References	197
	Chapter 7: Adolescents and schooling: Differences by race, ethnicity, and immigrant status	208
	7.1. Definitions of race, ethnicity, and immigrant status	209
	7.2. Race, ethnic, and immigrant differences in parental background	211
	7.3. The role of parents in affecting educational trajectories	215
	7.4. School experiences	219
	7.4.1. School segregation and other structural differences	219
	7.4.2. Peer relations at school	221
	7.5. Outcomes in adolescence	223
	7.5.1. Educational outcomes	223
	7.5.2. Social and emotional outcomes	224
	7.6. The transition to adulthood	225
	7.7. Conclusion	227
	References	228
	Chapter 8: Foundations of faith	236
	8.1. Introduction	236
	8.2. Adolescence	237
	8.3. Defining faith	238
	8.4. Faith in adolescent development	239
	8.5. Defining faith-based institutions	240
	8.6. Churches, mosques, and temples	241
	8.7. Governing bodies	242
	8.8. Religious schools	242
	8.9. Other religious organizations	243
	8.9.1. Volunteer groups and youth organizations	243
	8.9.2. Nonprofit organizations and agencies	244
	8.9.3. Religious media	245
	8.10. Faith-based institutions as support for adolescent development	246
	8.10.1. Religious congregations	248
	8.10.2. Governing bodies	249
	8.10.3. Religious schools	251
	8.10.4. Other organizations	252
	8.10.5. Nonprofit organizations and agencies	253
	8.10.6. Religious media	253
	8.11. Limitations of faith-based institutions	254
	8.12. Socialization and cultural considerations	257
	8.13. Conclusion	263
	References	263
	Chapter 9: Multicultural perspectives of self and racial/ethnic identity	268
	9.1. White racial identity	269
	9.2. Black racial identity	275
	9.3. Native Americans	279
	9.4. Hispanic Americans	283
	9.5. Asian Americans	288
	9.6. Mixed-race Americans	293
	9.7. Conclusion	296
	References	297
	Chapter 10: Immigration and well-being	304
	10.1. Ethnic identity	306
	10.2. Ethnic identity and psychological well-being	308
	10.3. Immigrant youth and physical health: the role of family, community, and social networks	309
	10.4. Child language brokering	311
	10.5. Effects of child language brokering	313
	10.5.1. Academic performance and cognitive development	313
	10.5.2. Parent-child relationships	315
	10.6. Language, education, and policy	316
	10.7. Conclusion	318
	References	319
	Chapter 11: Socializing relationships	324
	11.1. Parental socializing influences	327
	11.1.1. Parenting styles	327
	11.2. Adolescent influences on parenting	331
	11.2.1. Adolescent disclosure	331
	11.2.2. Adolescent autonomy	333
	11.3. Socialization in the context of ethnicity, race, immigration, and culture	334
	11.3.1. Research on parenting in immigrant families	334
	11.3.2. Family obligations and filial responsibilities	336
	11.3.3. Ethnic-racial socialization	338
	11.4. Peer socializing influences	341
	11.4.1. Peer groups	342
	11.4.2. Mechanisms of peer group influence	344
	11.5. Conclusion	349
	References	351
	Chapter 12: Critical health issues during adolescence	366
	12.1. Introduction	366
	12.1.1. Pubertal transitions in health	367
	12.1.2. Endocrinological changes	368
	12.1.3. Linear growth	368
	12.1.4. Muscle and fat distribution	368
	12.1.5. Weight changes	369
	12.1.6. Sexual maturation	369
	12.1.7. Puberty and adolescent development	370
	12.1.8. Psychosocial development	371
	12.2. Social determinants of health	372
	12.3. Mental health	373
	12.3.1. Depression	373
	12.3.2. Identity development	373
	12.3.3. Gay, lesbian, bisexual, and transgendered (LGBT) identity development	374
	12.4. Physical health	375
	12.4.1. Puberty	375
	12.4.2. Obesity	376
	12.4.3. Type II diabetes	377
	12.5. Sexual risk	377
	12.6. Violence	378
	12.6.1. Neighborhood violence	378
	12.6.2. Bullying	378
	12.6.3. Dating violence	379
	12.7. Substance use	379
	12.7.1. Smoking	380
	12.8. Conclusion	381
	References	381
	Unit 3: Confronting normative challenges: Risk, resilience, privilege, and coping	390
	Chapter 13: Rebirth: Civic engagement fromadolescence to adulthood	392
	13.1. Challenged lives	394
	13.1.1. Delayed engagement	395
	13.1.2. Seeds of engagement	398
	13.2. Discussion	404
	13.2.1. Resisting help	406
	13.2.2. Separation-individuation	407
	13.3. Conclusion	410
	References	411
	Chapter 14: Social contexts and adolescent school engagement	414
	14.1. Family environment	415
	14.1.1. Parenting styles	415
	14.1.2. Parenting practices	420
	14.2. Classroom environment	423
	14.2.1. Teachers	423
	14.2.2. Climate	424
	14.2.3. Ethnic group relations	427
	14.3. School environment	428
	14.3.1. Academic orientation	428
	14.3.2. Tracking	429
	14.3.3. Extracurricular activities	430
	14.4. Conclusion	431
	References	433
	Chapter 15: Religious and spiritual development in diverse adolescents	440
	15.1. Significance of adolescent religious and spiritual development: demographic trends	442
	15.1.1. Religious centrality and attendance among US adolescents	442
	15.2. Theories of spiritual development	444
	15.2.1. Atheoretical approaches and the study of religion and spirituality	445
	15.2.2. Developmental systems theory	446
	15.3. Ecology of adolescent religious and spiritual development	448
	15.3.1. Family influences	448
	15.3.2. Peer influences	448
	15.3.3. Mentors	449
	15.3.4. School influences	449
	15.3.5. Youth organizations	450
	15.4. Cultural and contemporary issues in adolescent religious and spiritual development	450
	15.4.1. Ethnicity and culture	451
	15.4.2. Sociopolitical influences	454
	15.5. Correlates of adolescent religious and spiritual development	457
	15.5.1. Health	458
	15.5.2. Risk-taking behaviors	458
	15.5.3. Positive youth development	459
	15.6. Negative outcomes of adolescent religious and spiritual development	461
	15.7. Future directions for research	462
	15.8. Conclusion	464
	References	464
	Unit 4: Structuring and Facilitating Supportive Systems	472
	Chapter 16: From research to practice: The treatmentof adolescent psychopathology	474
	16.1. Overview	474
	16.2. Developmental psychopathology perspective	475
	16.2.1. Incorporating developmental psychopathology into treatment	478
	16.3. Evidence-based approach to treatment	479
	16.3.1. Cognitive-behavioral therapy	481
	16.3.2. Interpersonal psychotherapy for adolescents (IPT-A)	482
	16.3.3. Behavioral parent training	483
	16.3.4. Dissemination of evidence-based treatments	484
	16.3.5. Treatments that may cause harm	485
	16.3.6. Culturally sensitive evidence-based treatment	486
	16.4. Engaging adolescents in treatment	487
	16.4.1. The therapeutic relationship	487
	16.4.2. Adolescent involvement in treatment planning	489
	16.4.3. Use of Internet/technology to engage adolescents	491
	16.5. Ethical considerations in treatment of adolescents	492
	16.5.1. Consent	493
	16.5.2. Confidentiality	493
	16.6. Public policy	494
	16.7. Future directions	495
	References	496
	Chapter 17: Understanding adolescence: A policy perspective	502
	17.1. Adolescent justice?	504
	17.1.1. Common law conceptions	504
	17.1.2. Progressive conceptions	505
	17.1.3. Modern juvenile justice	508
	17.1.4. Developmental perspective	509
	17.2. Development and adolescent-focused policies	515
	17.3. Conclusion	520
	References	521
	Chapter 18: Program considerations for youth-focused professionals	524
	18.1. Approaches to prevention	524
	18.2. A focus on racial and ethnic minority youth	525
	18.2.1. Are minority youth in special need of prevention programs?	525
	18.2.2. Effectiveness of culturally generic programs for minority youth	530
	18.2.3. Importance of cultural iss	532
	18.2.4. Other concerns for professionals working with racial and ethnic minority youth	539
	18.2.5. Do culturally tailored programs really work better?	543
	18.3. Conclusion	545
	References	546
	Afterword Adolescent Development and Geocultural Interpretations	552
	Gene-Environment Studies	553
	Social Inheritance Research	554
	Standards Setting and the Global Era	556
	Research to Practice in the Global Era	557
	Final Remarks	558
	References	559
	Index	560