Blume, L. B., & Zembar, M. J. (2007). Average boyhood to average adolescence. Upper Saddle River, NJ: Pearson [Vital Source e-reader]. Chapter 8, "Physical Development in Average Adolescence"In this chapter, the columnist discusses the concrete transformations that about action during average adolescence, including puberty, academician development, and motor development. Focus on how concrete development progresses from aboriginal to backward average adolescence, as able-bodied as how academician development influences adolescents' acumen abilities. Chapter 9, "Cognitive Development in Average Adolescence"In this chapter, the columnist explains how the adeptness to anticipate and action advice develops during average adolescence. Focus on how bookish development progresses from aboriginal to backward average adolescence, how acumen and controlling abilities develop, and how intelligence is conceptualized and adjourned during this time period. Steinberg, L. (2007). Risk demography in adolescence: New perspectives from academician and behavioral science. Current Directions in Psychological Science, 16(2), 55–5 9. Retrieved from the Bookish Search Complete database: http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=24719565&site=ehost-live&scope=site In this article, the columnist discusses accessible affidavit why adolescents are added acceptable to appoint in chancy behavior than are earlier adults. Focus on the implications of bookish neuroscience for the blockage of adventurousness in adolescents. Required Media Laureate Apprenticeship (Producer). (2011). Understanding the Boyish Brain, Part 1 [Video file]. Retrieved from https://class.waldenu.edu Note:  The almost breadth of this media allotment is 9 minutes. In this video, Dr. Judy Willis and Dr. Mary-Helen Immordino-Yang altercate characteristics of the boyish brain. Focus on the behavioral implications of boyish academician development.   This week, you will activate to assignment on an absolute analysis paper, which is due by Sunday of Anniversary 6. Over the advance of the abutting 3 weeks, you will analysis a specific affair of your best apropos to school-age and boyish development and amalgamate this analysis into a 5- to 7-page analysis paper. This week, you will baddest a topic, abide this affair to your Instructor for approval, and activate to conduct analysis on this topic. Below, you will acquisition a account of accessible topics. Keep in apperception that these capacity are alone starting points. You will charge to baddest a specific aspect of the topic, as able-bodied as a specific age-group of accouchement or adolescents, on which to focus your analysis efforts. You may additionally actualize your own affair and abide it for your Instructor's approval. Possible topics: Obesity (in aboriginal or backward average boyhood or adolescence) Risk demography in boyhood (early or late) Bullying (children or adolescents) Developmental disabilities (e.g., autism, bookish palsy, ADHD, bookish or acquirements disabilities, etc.) Mental bloom issues (in accouchement or adolescents) Cross-cultural issues (e.g., cultural norms, rites of passage, etc.—any age group) Mentoring programs (children or adolescents) Adolescents and sleep Family issues (e.g., divorce, advance care, adoption, attenuated or non-traditional families, etc.—any age group) Educational/school issues (e.g., able or appropriate education, ESL or accent captivation programs, connected testing, teaching styles, etc.—any age group) Media/technology influences (e.g., television, magazines, amusing networking, etc.—any age group) After selecting a topic, abide a abrupt description of this affair to the Instructor for approval by Sunday of this week. After you accept approval, you can activate to conduct analysis on this affair application the Walden Library and alternative resources. See the Anniversary 6 Required Assets breadth for links apropos how to address an bookish analysis paper.

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