Fluent Essays

Before completing this week’s discussion posts, read the attached article from The Atlantic: Have Smartphones Destroyed a Generation? With this article in mind, your initial discussion post should address the following prompts. Remember that your initial post should consist of full sentences, rather than a bulleted or numbered list: Do you agree with the author that smartphones have “destroyed” a generation? Be specific in your answer and provide 1-2 pieces of evidence (from your own experience is fine) to back-up your arguments. Were you surprised by the link between screen time and depression (we will discuss depression in adolescents much more in Ch. 13!)? Do you notice your own mood change when you spend a lot of time on social media? Connect to class: What are some reasons why social media may INCREASE depression (be sure to also think about general ways that the media can be harmful to teens, as discussed in Ch. 7)? Connect to class: What are some reasons why social media may DECREASE depression (be sure to also think about general ways that the media can be beneficial to teens, as discussed in Ch. 7)? Test yourself: Pick a day and try to avoid all screen time for 2 hours (this includes texting, snapchat, Facebook, Instagram, facetime, email…) Were you able to last 2 hours? Did you feel any different after avoiding screens, even for a small amount of time? If so, what changes did you feel? If not, why do you think that is? CHAPTER 7 – WORK, LEISURE, AND MEDIA Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. A D O LE SC EN C E 11 E L A U R E N C E S T E I N B E R G Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. CHAPTER 7 OVERVIEW Adolescents’ Free Time in Contemporary Society § Patterns of time use in contemporary America § Patters of time use in other countries Adolescents and Work § The rise and fall of the student worker § Teenage employment in other nations § The adolescent workplace today § Employment and adolescent development § Youth unemployment Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. CHAPTER 7 OVERVIEW Adolescents and Leisure § Adolescents’ free time and their moods § Structured leisure activities § Unstructured leisure time § Promoting positive youth development Adolescents, Media, and the Internet § Patterns of media use § Theories of media influence and use § Adolescents’ exposure to controversial media content § Electronic media and adolescent development § Mass media and adolescent girls’ body image § The adolescent consumer Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. CHAPTER 7 OVERVIEW Adolescents and Leisure § Adolescents’ free time and their moods § Structured leisure activities § Unstructured leisure time § Promoting positive youth development Adolescents, Media, and the Internet § Patterns of media use § Theories of media influence and use § Adolescents’ exposure to controversial media content § Electronic media and adolescent development § Mass media and adolescent girls’ body image § The adolescent consumer Free Time and Adolescent Development Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. ADOLESCENTS’ FREE TIME IN CONTEMPORARY SOCIETY Abundance of free time in the lives of contemporary adolescence has several origins: § compulsory schooling. § post–World War II affluence. As adolescents gained more autonomy, they became consumers with plenty of discretionary income. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. PATTERNS OF TIME USE IN CONTEMPORARY AMERICA From the late 1970s to early 2000s, there was a significant decline in the proportion of time devoted to paid jobs and a significant increase in time devoted to leisure. Regarding leisure activity, the average girl reported spending more than 6 hours a day in leisure activity, and the average boy reported spending more than 7 hours daily. § More than 1/3 of all girls and ¼ of all boys reported spending all of their leisure time in passive activities. § Should be cautious of group averages. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. PATTERNS OF TIME USE IN CONTEMPORARY AMERICA Most studies find that relatively busier adolescents are better adjusted and more accomplished than their classmates. In a study of low-income minority youth, some forms of engagement were associated with positive outcomes when combined with a second type of activity (e.g., athletics and academics), but with negative outcomes if it was the only activity an adolescent was involved in (e.g., athletics only). Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. PATTERNS OF TIME USE IN CONTEMPORARY AMERICA Figure 1: In recent decades, there has been a decline in the amount of time adolescents spend in paid jobs and an increase in the amount of time they devote to leisure activities. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. PATTERNS OF TIME USE IN CONTEMPORARY AMERICA Figure 2: Adolescents’ leisure time is dominated by passive activities, such as watching TV or talking to friends. Far less time is spent in activities thought to be beneficial to intellectual or physical development. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. PATTERNS OF TIME USE IN CONTEMPORARY AMERICA Figure 3: Studies of extracurricular participation generally find that there are large numbers of students who participate in multiple activities, large numbers who participate only in sports, and large numbers who are nonparticipants. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. THE RISE AND FALL OF THE STUDENT WORKER Before 1925, most entered the workforce by 15 years of age. Adolescents were either students or workers, not both. Compulsory education laws and child labor laws: § restricted adolescents’ work opportunities. § Decline in adolescent student workers § In 1940, only about 3\% of high school students worked during the school year. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. THE RISE AND FALL OF THE STUDENT WORKER Growth of retail and service sectors of the economy § Teenagers were called upon to fill these positions. § Work for relatively low wages and short work shifts. § Proportion of American high school students with part-time jobs rose dramatically during the 1970s. Decrease in adolescents student employees in the last 15 years. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. THE RISE AND FALL OF THE STUDENT WORKER Past two decades, educational reformers called for tougher standards in high schools. Recession—unemployed adults were hired over teenagers. Immigration brought many willing and able adults. Growth of new technologies expanded potential leisure activities for teens. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. SCHOOL AND WORK IN THE EARLY 20TH CENTURY Figure 4: A smaller proportion of adolescents have after-school jobs today than at any time in recent history. A bad economy, more demands from schools, and an expanding universe of leisure activities have all been factors. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. TEEN EMPLOYMENT IN OTHER NATIONS Nonindustrialized societies § generally leave school at ages 15 or 16 § common for adolescents to work for their families Industrialized countries § Teen employment varies from country to country. § About 50\% of students work in Canada and Australia while it is virtually nonexistent in Japan or Korea. § Western Europe—varies between countries § rare in France, Italy, and Spain § common in Great Britain, the Netherlands, and Sweden Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. THE ADOLESCENT WORK ENVIRONMENT Figure 5: As adolescents age, they become less likely to work in informal jobs, like babysitting, and more likely to enter the formal labor force, mainly I retain stores and restaurants. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. THE ADOLESCENT WORKPLACE TODAY Job opportunities for after-school work are plentiful in the United States. § Range of available jobs is very limited. Type of job depends on region, gender, or age. § rural regions: agricultural jobs § among younger teens: babysitting (girls) and yard work (boys) § among older teens: retail and service jobs Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. EMPLOYMENT AND ADOLESCENT DEVELOPMENT Researchers have addressed three broad questions: § Whether working helps adolescents develop a sense of responsibility § Whether working interferes with other activities, such as school § Whether working promotes the development of undesirable behaviors, such as drug and alcohol use Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. EMPLOYMENT AND ADOLESCENT DEVELOPMENT Popular belief that working helps teens build character, teaches them about the real world, and prepares them for adulthood. § Not supported by research § In fact, intensive employment during the school year may negatively affect development and preparation for adult work. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. EMPLOYMENT AND ADOLESCENT DEVELOPMENT Little support for the view that holding a job makes adolescents more responsible. Some data indicate that adolescents engage in high rates of misconduct on the job. Opportunities to learn how to manage a budget? § Few save income for future education. § Premature affluence § Having more income than one can manage maturely, especially during adolescence. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. EMPLOYMENT AND ADOLESCENT DEVELOPMENT Drawbacks of most teen jobs: § Few permit independent behavior or decision making. § Little instruction is received from supervisors. § Skills learned in school rarely used at work . § Jobs often are repetitive or boring, sometimes stressful, leading to injury and accidents. Despite these drawbacks, the majority of teens describe their jobs positively. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. EMPLOYMENT AND ADOLESCENT DEVELOPMENT In general, whether (and in what ways) working impacts maturity depends largely on the nature of the job. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. THE IMPACT ON SCHOOLING Issue is how many hours an adolescent works, not whether an adolescent has a job. Working 20+ hours/week may negatively affect school performance and engagement. Working long hours is related to: § being absent from school. § spending less time on their homework. § earning slightly lower grades. Intensive part-time employment may even increase likelihood of dropping out of school. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. THE PROMOTION OF PROBLEM BEHAVIOR Work and Problem Behavior § Belief that working deters teens from criminal activity by keeping them out of trouble. § Working long hours may actually be associated with increases in aggression, school misconduct, precocious sexual activity, minor delinquency. Differential Impact of Work § Middle class: working associated with problem behaviors. § Poor youth: working may not lead to problem behaviors. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. YOUTH UNEMPLOYMENT Although relatively rare, some young people who wish to work are unable to find jobs. Except for summer months, youth unemployment is not a pervasive problem. The majority of unemployed youth are high school dropouts. In 2014, 29\% of recent high school graduates who were not in college were unemployed, compared with 30\% of high school dropouts. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. YOUTH UNEMPLOYMENT Figure 6: Most 16-to 19-year-olds are students. The percentage of young people who are not in school, unemployed, and looking for work is very small. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. ADOLESCENTS AND LEISURE Adolescents in the United States spend almost 50\% of their waking hours in leisure activities. Teens report being in a better mood during leisure activities than during school or work. Difficult to study adolescents moods. § Individuals’ emotions change throughout the day. § Experience Sampling Method § ESM: Adolescents carry pagers and booklets; teens respond to questions each time their pager beeps. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. EXPERIENCE SAMPLING METHOD Results indicated that: § moods are generally most positive when they are with their friends; least positive when they are alone. § moods when they are with their family fall somewhere in between. § between grades 5 and 9, adolescents’ moods while with friends become more positive. § moods while with their family become more negative between grades 5 and 7 and then rise between grades 8 and 9. Flow experience § The experience of high levels of both concentration and interest at the same time. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. STRUCTURED LEISURE ACTIVITIES Two-thirds of American high school students participate in one or more extracurricular activities. Athletics most popular in the United States. Other popular activities § music (band, chorus, orchestra, glee club) § academic (science club, language clubs) Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. POSITIVE IMPACT OF EXTRACURRICULAR PARTICIPATION Studies indicate that participation in extracurricular activities improves students’ performance in school and reduces likelihood of dropping out, deters delinquency, reduces drug use, and decreases other types of risk taking. Participation may also enhance students’ psychological well-being and social status. No empirical support for the idea that extracurricular overscheduling of youth has negative effects. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. EXTRACURRICULAR PARTICIPATION Positive impact most likely due to: § increased contact with teachers and other school personnel who may reinforce the value of school. § participation may improve students’ self-confidence and self-esteem. § increased contact with peers who influence them in beneficial ways. § Extracurricular activities may also bond students and parents to their school. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. UNSTRUCTURED LEISURE TIME Routine Activity Theory § A perspective on adolescence that views unstructured, unsupervised time with peers as a main cause of misbehavior. § Leads to delinquency and problem behaviors. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. TIME AFTER SCHOOL § Self-care children and their peers do not differ in psychological development, school achievement, or self-conceptions. § Self-care children may be more socially isolated, more depressed, more likely to have problems at school, be sexually active at younger ages, engage in other problem behavior, and use more drugs and alcohol. § Important to keep in mind that there are significant differences within self-care populations. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. TIME AFTER SCHOOL Figure 7: More arrests occur during school afternoons than at any other time, presumably because this is the time when adolescents are least likely to be supervised. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. PROMOTING POSITIVE YOUTH DEVELOPMENT § Experts have called for better and more readily available after-school programming for adolescents. § Well-designed programs: § deter problem behavior with adult supervision. § promote positive youth development in the following areas: § competence, confidence, connection, character, and caring and compassion. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. PROMOTING POSITIVE YOUTH DEVELOPMENT Table 1: The Five C’s of positive youth development. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. ADOLESCENTS, MEDIA, AND THE INTERNET New media § Digital media typically accessed via computers, smart phones, or other Internet-based devices. We live in a “media-saturated” society. § Virtually all American households have TVs, computers, and Internet access (regardless of family income). § More than 90\% of American teens go online daily, and about 25\% report being online almost constantly. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. ADOLESCENTS, MEDIA, AND THE INTERNET Most popular social media sites: Facebook, Instagram, and Snapchat. § Almost ¾ of adolescents have their own cell phone. § The average teenager sends about 70 text messages each day. § The average adolescent spends nearly 8 hours each day using one or more media. § When media multitasking is taken into account, the amount of time teenagers are exposed to media each day is close to 11 hours. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. ADOLESCENTS, MEDIA, AND THE INTERNET Figure 8: Virtually all American teens are online daily. One-fourth report being online “almost constantly.” Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. ADOLESCENTS, MEDIA, AND THE INTERNET Some research indicates that close to 10\% of preadolescents and adolescents devote so much energy to playing video games that their behavior is “pathological.” Online gaming is especially problematic. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. THEORIES OF MEDIA INFLUENCE AND USE Cultivation theory § A perspective on media use that emphasizes the impact media exposure has on individuals. Uses and gratifications approach § A perspective on media use that emphasizes the active role users play in selecting the media to which they are exposed. Media practice model § A perspective on media use that emphasizes the fact that adolescents not only choose what media they are exposed to but also interpret the media in ways that shape their impact. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. THEORIES OF MEDIA INFLUENCE AND USE Figure 9: Two things can be correlated because the first causes the second (the hypothesized correlation) or some third factor causes both of them (spurious causation). Research on media “effects” on adolescent development has a hard time separating the three. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. ADOLESCENTS’ EXPOSURE TO CONTROVERSIAL MEDIA CONTENT: SEX More than 70\% of all shows popular among teenagers contain sexual content. § Nearly 7 sexual scenes/hour Most common sexual messages concern men seeing women as sex objects–which is a message that teens are especially susceptible. Relative absence of messages concerning the possible physical consequences of sex. There are cross-cultural differences in the ways in which messages are expressed. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. ADOLESCENTS’ EXPOSURE TO CONTROVERSIAL MEDIA CONTENT: SEX Whether (and to what extent) exposure to sexual media affects adolescents’ sexual development is controversial. § However, repeated exposure does affect adolescents attitudes, beliefs, and intentions. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. CONTROVERSIAL MEDIA CONTENT: VIOLENCE More than 60\% of TV programming contains violence; young people see 10,000 violent acts/year. Adolescents who spend a lot of time playing video games get into more fights and arguments than do their peers. § Difficult to know whether playing games makes adolescents more hostile or whether adolescents who are more aggressive are more likely to play games Careful studies find that playing video games does not make adolescents more aggressive. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. CONTROVERSIAL MEDIA CONTENT: VIOLENCE Figure 10: The proportion of male and female characters who engage in violence in top-grossing films has been increasing. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. CONTROVERSIAL MEDIA CONTENT: DRUGS Alcohol, tobacco, or illicit drugs are present in nearly ¾ of prime- time network dramatic programs, nearly all popular movies, and half of all music videos. Nearly 10\% of commercials that young people see on TV are for beer or wine. Ads promoting alcohol and tobacco use, as well as antismoking ads, may change teenagers’ attitudes. § Not clear whether they change behavior. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. ADOLESCENT DEVELOPMENT AND THE INTERNET Adolescents who spend a lot of time on the Internet are less likely to spend time in physical activity. § Detrimental effect on physical health. Internet use can be positive if it helps adolescents acquire accurate information. Social communication on the Internet, just like in person or telephone interactions, creates both positive and negative experiences. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. ADOLESCENT DEVELOPMENT AND THE INTERNET Internet addiction § A disorder in which an individual’s use of the Internet is pathological, defined by six symptoms: salience, mood change, tolerance, withdrawal, conflict, and relapse and reinstatement. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. ADOLESCENTS’ ONLINE EXPERIENCES AND SEXUAL PREDATORS There has been a decline in unwanted online sexual solicitation. § Currently, about 9\% of young people receive unwanted sexual attention each year. “Sexting” is also pretty rare and has been exaggerated in the popular press. § Only 1\% of adolescents had sent or appeared in naked photos. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. MASS MEDIA AND ADOLESCENT GIRLS’ BODY IMAGE Research indicates that adolescent girls who frequently read fashion magazines are more dissatisfied with their body than are girls who do not. Controlled experiments have indicated that showing girls images of thin models increases their body dissatisfaction. Frequent reading of magazine articles about dieting or weight loss leads to increases in unhealthy weight-control behaviors. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. THE ADOLESCENT CONSUMER Teenagers spend more than $90 billion per year, and the total amount of money spent by and for adolescents between 12 and 17 exceeds $200 billion annually. Much of adolescents’ money is spent on purchases related to leisure activities. § Many adolescents also spend money on alcohol and cigarettes. Viral marketing § A way of promoting products or services by encouraging individuals to pass information on to others. Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. FREE TIME AND ADOLESCENT DEVELOPMENT Adults are ambivalent about adolescents’ leisure time. § Partly the result of misconceptions regarding the pros and cons of various uses of free time. Leisure time plays an important role in healthy psychosocial development. § Helps adolescents develop a sense of themselves, explore their relationships with others, and learn about the society around them. 7-1© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Contexts of Adolescent Development Part II • Families • Peer Groups • Schools • Work, Leisure & Media 7-2© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Work, Leisure, & the Media Chapter 7 7-3© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Outline � How do contemporary adolescents use their free time? � Adolescents and work � Effects on adolescent development? � What do adolescents do with their free time? � Adolescents and the mass media � Effects on adolescent development 7-4© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Today’s Typical Teenager… � More time in leisure than “productive” activities � More time alone than with family members � More hours at part-time jobs than on homework � Spends < 5 hours per week on homework (variations in Asian culture ~ 5 hours per day) 7-5© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Decline of Student Workers �Decrease in student employees in the last 15 years �Education reform leads to tougher standards �Economic Recession �Immigration brings willing & able adults �New technologies expand leisure activities for teens 7-6© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Teen Employment outside the U.S. � Nonindustrialized societies � Leave school ~ age 15 & common to work for the family � Varies in industrialized countries �50\% of students work in Canada and Australia �Virtually nonexistent in Japan or Korea �Western Europe—varies �rare in France, Italy, and Spain �common in Great Britain, the Netherlands, and Sweden 7-7© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Employment & Adolescent Development �Popular belief that working: �helps teens build character �teaches them about the real world �prepares them for adulthood 7-8© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Employment & Adolescent Development �These ideas are NOT supported by research �Employment during the school year may negatively affect development and preparation for adult work 7-9© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Impact of Work on Education �Issue is # of hours adolescent works, not whether s/he works �Working long hours (20+) is related to: �absence from school �less time spent on homework �earning slightly lower grades 7-10© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Work & Problem Behavior �Work keeps teens out of trouble? �Working long hours may actually increase �aggression, school misconduct �precocious sexual activity, minor delinquency � Differential Impact of Work �middle class: working associated with problem behaviors �poor youth: working may not lead to problem behavior 7-11© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Leisure Time 7-12© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Leisure Time � Almost 50\% of waking hours spent on leisure activities � Better mood? � Difficult to study adolescents moods à emotions change throughout the day � Experience Sampling Method �Adolescents carry pagers and booklets, respond to questions each time pager beeps �Smartphones make this even more accessible! 7-13© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Experience Sampling Method �Results indicated that: �Moods most positive when with friends – more positive between grades 5 & 9 �Least positive when alone �Moods with family somewhere in between – more negative between 5 and 7, then rises after grade 9 7-14© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Structured Leisure Activities �2/3 of U.S. students involved in at least one extracurricular activity �Athletics most popular in the United States �Other popular activities: �Music (band, chorus) �Academic (science or language clubs) 7-15© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Positive Impact! �Participation in extracurricular activities: �Improves performance in school �Reduces likelihood of dropping out �Deters delinquency �Reduces drug use & other risk taking �May also enhance psychological well-being and social status 7-16© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Positive Impact! �Why? �Contact with teachers who reinforce school value �Participation improves student self-confidence �Increased contact with positively influential peers �Bond students & parents to their school 7-17© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Adolescents & the Media 7-18© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Adolescents & the Media �“Media-saturated” society • Almost all U.S. households have TV, computer, & Internet access • 2/3 of adolescents have own cell phone • Average adolescents spend nearly 8 hours a day using 1+ media 7-19© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Patterns of Cell Phone Use The average adolescent sends more than 100 text messages a day (Lenhart, 2012). 7-20© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Theories of Media Influence 1. Cultivation Theory 2. Uses and Gratification Theory 3. Media Practice Model 7-21© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Influence of the Media Media Use and Adolescent Behavior: The Chicken or the Egg? Negative Media Images Aggressive Behavior 7-22© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Controversial Media Content: Sex � More than 70\% of popular teen shows contain sexual content � HOW MUCH? � Nearly 7 sexual scenes/hour � WHAT TYPE? � Often promote men seeing women as sex objects � Whether exposure affects sexual development is controversial! • Repeated exposure does affect attitudes, beliefs, and intentions (vs. behaviors) 7-23© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Controversial Media Content: Violence � More than 60\% of TV shows contain violence � Exposure to 10,000 violent acts/year � Adolescents playing violent video games get into more fights than peers • Difficult to determine direction of relationship • Difference between viewing and engaging with violence 7-24© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Controversial Media Content: Violence Figure 7.10 Exposure to violent television during adolescence is associated with increased aggression in young adulthood, especially among individuals who had a prior history of aggression (Johnson et al., 2002). 7-25© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Controversial Media Content: Drugs � Alcohol, tobacco, or illicit drugs are present in nearly 75\% of prime-time network dramatic programs, nearly all popular movies, and 50\% of all music videos � Nearly 10\% of commercials that young people see on TV are for beer or wine � Ads promoting alcohol and tobacco use, as well as antismoking ads, may change teenagers’ attitudes �Not clear whether they change behavior 7-26© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Media & Girls’ Body Image � Adolescent girls reading fashion magazines more dissatisfied with their bodies �Reading articles about dieting leads to rise in unhealthy weight-control behaviors �Experiments à showing girls images of thin models increases body dissatisfaction 7-27© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Media & Boys’ Body Image �Fewer studies examining media’s impact on males’ body image �Boys and men also more dissatisfied with body after seeing advertisements of muscular men 7-28© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Two Sides to the Internet… �Adolescents spending time on the Internet less likely to spend time in physical activity �Internet use can be positive if it helps adolescents acquire accurate information �Social communication on the Internet creates both positive and negative experiences 7-29© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. The Internet & Sexual Predators �Only 9\% of adolescents receive unwanted sexual attention/year �“Sexting” is also rare à only 1\% of adolescents have sent or appeared in naked photos