Adolescent Boys

A flurry of best-selling works has recently urged us to rescue and protect boys. They have described how boys are failing at school, acting out, or shutting down emotionally. Lost in much of the ensuing public conversation are the boys themselves—the texture of their lives and the ways in which they resist stereotypical representations of them. Most of this work on boys is based primarily on middle class, white boys. Yet boys from poor and working class families as well as those from African American, Latino, and Asian American backgrounds need to be understood in their own terms and not just as a contrast to white or middle class boys. Adolescent Boys brings together the most up-to-date empirical research focused on understanding the development of boys from diverse racial, ethnic, and socioeconomic backgrounds. The authors show how the contexts of boys' lives, such as the schools they attend shape their identities and relationships. The research in this book will help professionals and parents understand the diversity and richness of boys' experiences.

A representation of a narrative inquiry conducted with five ninth grade boys that were identified as displaying multiple literacies, looking specifically at how these boys storied their literate identities.

Originally published in 1966, this is a sociological study of boys growing up in East London. Previous books from the Institute of Community Studies had looked at the lives of other residents of Bethnal Green – couples with young children, middle-aged ‘Mums’, old people, widows. Now the subject is adolescent boys – a study of them not in isolation nor primarily as a ‘problem’ group but as young people moving between childhood and adulthood in the setting of a particular local community. What is it like to grow up in a district like Bethnal Green? How do the boys adjust to the process? What part is played by school, work, youth club, family? What are the boys’ relationships with their fellows and with girls? Where does delinquency fit in? To help answer such questions, a sample of 246 boys aged 14 to 20 were interviewed. The statistical analysis of this survey has been supplemented by illustrative material from diaries, tape-recorded interviews, and informal observation. The outcome is a vivid account, much of it in the boys’ own words, which was rather different from some popular views of contemporary adolescence at the time. Today it can be read and enjoyed in its historical context.

Originally published in 1979, the research reported in this volume is based on investigations of how tenth-grade boys cope and adapt to the high-school environment in, specifically, two high schools in suburban Detroit in 1970. In addition to information about the ways that students relate to the high school environment, this volume presents examples of how multiple research methods can be used to investigate the expression of complex person and environment relationships. This volume has been prepared to illustrate the application of an ecological point of view for research on person-environment relationships. It was hoped that the community psychologist, social psychologist, and school psychologist interested in doing research with adolescents and the high school environment would find the presentation of research methods informative and encouraging. For those readers involved in teaching and administering in secondary education, the volume was an example of how research can illustrate the ongoing personal and social characteristics of students and the high school environment.

This comprehensive, practical resource provides specific strategies for counsellors working with boys and male adolescents from different cultural backgrounds. The first part examines how psychological, career and athletic development of boys is shaped by a complex interaction of biological, social, cultural and economic forces. TheSecond Part covers cultural considerations when counselling particular North American client groups, such as Hispanic-Americans. The final part focuses on special populations such as gay, sexually abused and developmentally disabled boys.

Provides information for teachers and schools on literacy instruction for African American adolescent males.

Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.

With the content of social debate about homosexuality so confusing, therapists, educators and parents have long needed reliable information they can use to help teens who struggle with their sexuality. With its comprehensive and thorough review of the issues - and by sharing the stories of these young people - Adolescent Males and Homosexuality: The Search for Self provides that long-overdue, essential resource. A wonderful and insightful in-depth discussion ... Recommended for everyone in the mental health field and those who work with adolescents either in schools or community agencies; human sexuality classes; all who study adolescent development as well as those studying cultural diversity and LGBT issues. -Harry Drasin, MD, PsyD Assistant Clinical Professor of Medicine, UCLA Department of Medicine