Adolescent Education Quotes

We must be careful not to discourage our twelve-year-olds by making them waste the best years of their lives preparing for examinations.

This was a factory, a sorting house. We were no different from dogs and pigs and cows: all of us were allowed to play when we were small, but then, just before reaching maturity, we were sorted and classified. Being a high school student was the first step toward becoming a domestic animal.

Some sleepers have intelligent faces even in sleep, while other faces, even intelligent ones, become very stupid in sleep and therefore ridiculous. I don't know what makes that happen; I only want to say that a laughing man, like a sleeping one, most often knows nothing about his face. A great many people don't know how to laugh at all. However, there's nothing to know here: it's a gift, and it can't be fabricated. It can only be fabricated by re-educating oneself, developing oneself for the better, and overcoming the bad instincts of one's character; then the laughter of such a person might quite possibly change for the better. A man can give himself away completely by his laughter, so that you suddenly learn all of his innermost secrets. Even indisputably intelligent laughter is sometimes repulsive. Laughter calls first of all for sincerity, and where does one find sincerity? Laughter calls for lack of spite, but people most often laugh spitefully. Sincere and unspiteful laughter is mirth. A man's mirth is a feature that gives away the whole man, from head to foot. Someone's character won't be cracked for a long time, then the man bursts out laughing somehow quite sincerely, and his whole character suddenly opens up as if on the flat of your hand. Only a man of the loftiest and happiest development knows how to be mirthful infectiously, that is, irresistibly and goodheartedly. I'm not speaking of his mental development, but of his character, of the whole man. And so, if you want to discern a man and know his soul, you must look, not at how he keeps silent, or how he speaks, or how he weeps, or even how he is stirred by the noblest ideas, but you had better look at him when he laughs. If a man has a good laugh, it means he's a good man. Note at the same time all the nuances: for instance, a man's laughter must in no case seem stupid to you, however merry and simplehearted it may be. The moment you notice the slightest trace of stupidity in someone's laughter, it undoubtedly means that the man is of limited intelligence, though he may do nothing but pour out ideas. Or if his laughter isn't stupid, but the man himself, when he laughs, for some reason suddenly seems ridiculous to you, even just slightly—know, then, that the man has no real sense of dignity, not fully in any case. Or finally, if his laughter is infectious, but for some reason still seems banal to you, know, then, that the man's nature is on the banal side as well, and all the noble and lofty that you noticed in him before is either deliberately affected or unconsciously borrowed, and later on the man is certain to change for the worse, to take up what's 'useful' and throw his noble ideas away without regret, as the errors and infatuations of youth.

Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that's not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.

We need to unlearn our respect for education, since it has undermined our respect for ourselves. It's worth taking time to demistify it. [...] All the things an adolescent can be [...] are reduced to a three digit number. [...] We too can decide how to value our education instead of letting them value us.

Adolescent youths cry out for us to help them contextualize their life experiences.

We must turn all of our educational efforts to training our children for the choices which will confront them... The child who is to choose wisely must be healthy in mind and body. The children must be taught how to think, not what to think.

When she spoke his name, Beloved, he believed she meant it. He spoke of an adolescence I envied. Pampered, praised, educated . . . any child's dream. But we all awake from dreams.

But I guess that's just a reflection of how the educational system today, being so overcrowded and impersonal, makes it so hard for adolescents to break through the preconceived notions of one another, and get to know the real person underneath the label they're given, be it Princess, Brainiac, Drama Geek, Jock, Cheerleader, or Guy Who Hates It When They Put Corn in the Chili.

So the best advice I could give a fifteen-year-old stuck in an outdated school somewhere in Mexico, India or Alabama is: don’t rely on the adults too much. Most of them mean well, but they just don’t understand the world.

The purpose of college, to put this all another way, is to turn adolescents into adults. You needn't go to school for that, but if you're going to be there anyway, then that's the most important thing to get accomplished. That is the true education: accept no substitutes. The idea that we should take the first four years of young adulthood and devote them to career preparation alone, neglecting every other part of life, is nothing short of an obscenity. If that's what people had you do, then you were robbed. And if you find yourself to be the same person at the end of college as you were at the beginning - the same beliefs, the same values, the same desires, the same goals for the same reasons - then you did it wrong. Go back and do it again.

I spent half my childhood trying to be like my dad. True for most boys, I think. It turns with adolescence. The last thing I wanted was to be like my dad. It took becoming a man to realize how lucky I’d been. It took a few hard knocks in life to make me realize the only thing my dad had ever wanted or worked for was to give me a chance at being better than him.

For our own part, we learned a great deal about the techniques of love, and because we didn't know the words to denote what we saw, we had to make up our own. That was why we spoke of "yodeling in the canyon" and "tying the tube," of "groaning in the pit," "slipping the turtle's head," and "chewing the stinkweed." Years later, when we lost our own virginities, we resorted in our panic to pantomiming Lux's gyrations on the roof so long ago; and even now, if we were to be honest with ourselves, we would have to admit that it is always that pale wraith we make love to, always her feet snagged in the gutter, always her single blooming hand steadying itself against the chimney, no matter what our present lovers' feet and hands are doing.

If someone is badly hurt at some point in life—traumatized—the dominance counter can transform in a manner that makes additional hurt more rather than less likely. This often happens in the case of people, now adults, who were viciously bullied during childhood or adolescence. They become anxious and easily upset. They shield themselves with a defensive crouch, and avoid the direct eye contact interpretable as a dominance challenge. This means that the damage caused by the bullying (the lowering of status and confidence) can continue, even after the bullying has ended.25 In the simplest of cases, the formerly lowly persons have matured and moved to new and more successful places in their lives. But they don’t fully notice. Their now-counterproductive physiological adaptations to earlier reality remain, and they are more stressed and uncertain than is necessary. In more complex cases, a habitual assumption of subordination renders the person more stressed and uncertain than necessary, and their habitually submissive posturing continues to attract genuine negative attention from one or more of the fewer and generally less successful bullies still extant in the adult world. In such situations, the psychological consequence of the previous bullying increases the likelihood of continued bullying in the present (even though, strictly speaking, it wouldn’t have to, because of maturation, or geographical relocation, or continued education, or improvement in objective status).

I consider it completely irresponsible that public schools offer sex education but no systematic guidance to adolescent girls, who should be thinking about how they want to structure their future lives: do they want children, and if so, when should that be scheduled, with the advantages and disadvantages of each option laid out. Because of the stubborn biological burden of pregnancy and childbirth, these are issues that will always affect women more profoundly than men. Starting a family early has its price for an ambitions young woman, a career hiatus that may be difficult to overcome. On the other hand, the reward of being with one's children in their formative years, instead of farming out that fleeting and irreplaceable experience to day care centres or nannies, has an inherent emotional and perhaps spiritual value that has been lamentable ignored by second-wave feminism.

Rien ne vaut les souvenirs et les illusions de l'adolescence.

We inculcate in our children the sensibilities of raccoons, a fascination with shiny objects and an appetite for garbage, and then carp about 'the texting generation' as if thirteen- and fourteen-year-olds who couldn't boil an egg are capable of creating a culture. They grow on what we feed them. It has never been otherwise. The only thing that changes is the food.

Children and adolescents, being relatively new to life, are naturally creative because they haven't been brainwashed, so to speak, by the conventional attitudes of society. Consequently, students are always coming up with novel images, words, and actions that my delight, enlighten, or inspire adults....Creativity has not been the subject of intense focus, extensive research, or high levels of funding in American education.

This low-effort syndrome is often seen as a way that adolescents assert their independence from adults, but it is also a way that students with the fixed mindset protect themselves. They view the adults as saying, “Now we will measure you and see what you’ve got.” And they are answering, “No you won’t.” John Holt, the great educator, says that these are the games all human beings play when others are sitting in judgment of them.

My sixth grade sex education class quickly came to mind, and I wondered why masturbation was discussed when addressing the adolescent male, but not mentioned once in the 'normal' sexual development of the adolescent female. Go figure. Boys got masturbation. We got our period!" - Harley LeBeau, The Boots My Mother Gave Me

Make wisdom human to the adolescent mind.

The topics we learn from our four core subjects during our childhood and adolescent stage of our lives help us to understand the norms of common knowledge and take pride of our citizenship.

Our teachers forgot to mention that by throwing our tassels in the air, we throw every shit anyone can ever give about us. The world says it cares, but it goes ahead and does something different. I wish we weren’t cared for later than we’re supposed to be cared for. It's like: 'You graduated college. There’s no way you have any trace of still being a scared child. Oh, you fucked up? Here’s a jail cell.

And I think, one of the reasons I've stayed in Italy is that I believe, perhaps erroneously, perhaps sentimentally, perhaps merely in reaction to my own childhood of church bells and rainy weekends - I do believe that kids have a better time here, that adolescence is more fun here. Certainly I never saw a group of people so confident and at ease with themselves and their youth. I wish it for my children.

Sometimes I think Earth has got to be the insane asylum of the universe. . . and I'm here by computer error. At sixty-eight, I hope I've gained some wisdom in the past fourteen lustrums and it’s obligatory to speak plain and true about the conclusions I've come to; now that I have been educated to believe by such mentors as Wells, Stapledon, Heinlein, van Vogt, Clarke, Pohl, (S. Fowler) Wright, Orwell, Taine, Temple, Gernsback, Campbell and other seminal influences in scientifiction, I regret the lack of any female writers but only Radclyffe Hall opened my eyes outside sci-fi. I was a secular humanist before I knew the term. I have not believed in God since childhood's end. I believe a belief in any deity is adolescent, shameful and dangerous. How would you feel, surrounded by billions of human beings taking Santa Claus, the Easter Bunny, the tooth fairy and the stork seriously, and capable of shaming, maiming or murdering in their name? I am embarrassed to live in a world retaining any faith in church, prayer or a celestial creator. I do not believe in Heaven, Hell or a Hereafter; in angels, demons, ghosts, goblins, the Devil, vampires, ghouls, zombies, witches, warlocks, UFOs or other delusions; and in very few mundane individuals--politicians, lawyers, judges, priests, militarists, censors and just plain people. I respect the individual's right to abortion, suicide and euthanasia. I support birth control. I wish to Good that society were rid of smoking, drinking and drugs. My hope for humanity - and I think sensible science fiction has a beneficial influence in this direction - is that one day everyone born will be whole in body and brain, will live a long life free from physical and emotional pain, will participate in a fulfilling way in their contribution to existence, will enjoy true love and friendship, will pity us 20th century barbarians who lived and died in an atrocious, anachronistic atmosphere of arson, rape, robbery, kidnapping, child abuse, insanity, murder, terrorism, war, smog, pollution, starvation and the other negative “norms” of our current civilization. I have devoted my life to amassing over a quarter million pieces of sf and fantasy as a present to posterity and I hope to be remembered as an altruist who would have been an accepted citizen of Utopia.

Through most of human history, our ancestors had children shortly after puberty, just as the members of all nonhuman species do to this day. Whether we like the idea or not, our young ancestors must have been capable of providing for their offspring, defending their families from predators, cooperating with others, and in most other respects functioning fully as adults. If they couldn't function as adults, their young could not have survived, which would have meant the swift demise of the human race. The fact that we're still here suggests that most young people are probably far more capable than we think they are. Somewhere along the line, we lost sight of – and buried – the potential of our teens.

In ancient Greece, adolescence was a time when young men left their biological families to become the lovers of adult men. Sexuality was but one element of an affectional and educational relationship in which youths learned the ways of manhood

In adolescence, I hated life and was continually on the verge of suicide, from which, however, I was restrained by the desire to know more mathematics. Now, on the contrary, I enjoy life; I might almost say that with every year that passes I enjoy it more…very largely it is due to a diminishing preoccupation with myself. Like others who had a Puritan education, I had the habit of meditating on my sins, follies, and shortcomings. I seemed to myself - no doubt justly - a miserable specimen. Gradually I learned to be indifferent to myself and my deficiencies; I came to center my attention increasingly upon external objects: the state of the world, various branches of knowledge, individuals for whom I felt affection…And every external interest inspires some activity which, so long as the interest remains alive, is a complete preventive of ennui. Interest in oneself, on the contrary, leads to no activity of a progressive kind. It may lead to the keeping of a diary, to getting psychoanalyzed, or perhaps to becoming a monk. But the monk will not be happy until the routine of the monastery has made him forget his own soul. The happiness which he attributes to religion he could have obtained from becoming a crossing-sweeper, provided he were compelled to remain one. External discipline is the only road to happiness for those unfortunates whose self-absorption is too profound to be cured in any other way.

they found considerable plasticity from the onset of puberty into the early twenties. Once this was discovered, it became obvious that the upheavals of adolescence and early adulthood coincide with a previously unrecognized sensitive period of brain maturation in the prefrontal cortex

(William) Deresiewicz offers a vision of what it takes to move from adolescence to adulthood. Everyone is born with a mind, he writes, but it is only through introspection, observation, connecting the head and the heart, making meaning of experience and finding an organizing purpose that you build a unique individual self.

One cannot dispute the fact that giving poor black adolescents job skills, if it is self-evident that they do not possess the academic skills to go to college, is a good thing in itself. But the business leaders who put emphasis on filling entry-level job slots are too frequently the people who, by prior lobbying and voting patterns and their impact upon social policy, have made it all but certain that few of these urban kids would get the education in their early years that would have made them look like college prospects by their secondary years. First we circumscribe their destinies and then we look at the diminished product and we say, “Let’s be pragmatic and do with them what we can.

[One way] researchers sometimes evaluate people's judgments is to compare those judgments with those of more mature or experienced individuals. This method has its limitations too, because mature or experienced individuals are sometimes so set in their ways that they can't properly evaluate new or unique conditions or adopt new approaches to solving problems.

L'éducation ne se borne pas à l'enfance et à l'adolescence. L'enseignement ne se limite pas à l'école. Toute la vie, notre milieu est notre éducation, et un éducateur à la fois sévère et dangereux. Learning transcends childhood and adolescence just as teaching transcends the classroom. Our environment is the most strict and dangerous educator we will ever have.

In a culture like ours, still preoccupied with security issues, enormously high military budgets are never seriously questioned by Congress or by the people, while appropriations reflecting later stages in the hierarchy of needs, like those for education, health care for the poor, and the arts, are quickly cut, if even considered. The message is clear that we are largely an adolescent culture.

This is what I think of America -- nothing. This is what I think of American Jews -- nothing. Your democracy, your inclusivity, your exceptionalism -- nothing. Your chances for survival -- none at all. You, Ruben Blum, are out of history; you're over and finished; in only a generation or two the memory of who your people were will be dead, and America won't give your unrecognizable descendants anything real with which to replace the sense of peoplehood it took from them; the boredom of your wife--who's tearing her program up into little white paper pills she'd like to swallow like Percodan--isn't merely boredom with you or her work or with the insufficiency of options for educated women in this country; it's more like a sense of having not lived fully in a consequential time; and the craziness of your daughter isn't just the craziness of an adolescent abducted from the city to the country and put under too much pressure to achieve and succeed; it's more like a raging resentment that nothing she can find to do in her life holds any meaning for her and every challenge that's been thrust at her--from what college to choose to what career to have--is small, compared to the challenges that my boys, for example--whom she's been condemned to babysit--will one day have to deal with, such as how to make a new people in a new land forge a living history. Your life here is rich in possessions but poor in spirit, petty and forgettable, with your frigidaires and color TVs, in front of which you can munch your instant supper, laugh at a joke, and choke, realizing that you have traded your birthright away for a bowl of plastic lentils...

Had she been able to listen to her body, the true Virginia would certainly have spoken up. In order to do so, however, she needed someone to say to her: “Open your eyes! They didn’t protect you when you were in danger of losing your health and your mind, and now they refuse to see what has been done to you. How can you love them so much after all that?” No one offered that kind of support. Nor can anyone stand up to that kind of abuse alone, not even Virginia Woolf. Malcolm Ingram, the noted lecturer in psychological medicine, believed that Woolf’s “mental illness” had nothing to do with her childhood experiences, and her illness was genetically inherited from her family. Here is his opinion as quoted on the Virginia Woolf Web site: As a child she was sexually abused, but the extent and duration is difficult to establish. At worst she may have been sexually harassed and abused from the age of twelve to twenty-one by her [half-]brother George Duckworth, [fourteen] years her senior, and sexually exploited as early as six by her other [half-] brother… It is unlikely that the sexual abuse and her manic-depressive illness are related. However tempting it may be to relate the two, it must be more likely that, whatever her upbringing, her family history and genetic makeup were the determining factors in her mood swings rather than her unhappy childhood [italics added]. More relevant in her childhood experience is the long history of bereavements that punctuated her adolescence and precipitated her first depressions.3 Ingram’s text goes against my own interpretation and ignores a large volume of literature that deals with trauma and the effects of childhood abuse. Here we see how people minimize the importance of information that might cause pain or discomfort—such as childhood abuse—and blame psychiatric disorders on family history instead. Woolf must have felt keen frustration when seemingly intelligent and well-educated people attributed her condition to her mental history, denying the effects of significant childhood experiences. In the eyes of many she remained a woman possessed by “madness.” Nevertheless, the key to her condition lay tantalizingly close to the surface, so easily attainable, and yet neglected. I think that Woolf’s suicide could have been prevented if she had had an enlightened witness with whom she could have shared her feelings about the horrors inflicted on her at such an early age. But there was no one to turn to, and she considered Freud to be the expert on psychic disorders. Here she made a tragic mistake. His writings cast her into a state of severe uncertainty, and she preferred to despair of her own self rather than doubt the great father figure Sigmund Freud, who represented, as did her family, the system of values upheld by society, especially at the time.   UNFORTUNATELY,

Our society’s almost doctrinal emphasis upon deductive reasoning, convergent thinking and selective retention perversely excludes divergent thinking, approximation and, importantly, guessing. If we are truly to understand the adolescent mind and develop effective ways to minimize the effects of risk-taking behaviour, we really need to understand these processes and engage with them. There is no logic involved with drug-taking and gambling. Adults can learn, too; understanding these mechanisms will also allow us to encourage creativity and value the spontaneity so characteristic of the adolescent mind.

les hommes doivent être dressés en vue des besoins de notre temps, afin qu'ils soient en mesure de mettre la main à la pâte ; qu'ils doivent travailler à la grande usine des "utilités" communes avant d'être mûrs, et même afin qu'ils ne deviennent jamais mûrs, — car ce serait là un luxe qui soustrairait au "marché du travail" une quantité de force. On aveugle certains oiseaux pour qu'ils chantent mieux : je ne crois pas que les hommes d'aujourd'hui chantent mieux que leurs grands-parents, mais ce que je sais, c'est qu'on les aveugle tout jeunes. Et le moyen, le moyen scélérat qu'on emploie pour les aveugler, c'est une lumière trop intense, trop soudaine et trop variable. Le jeune homme est promené, à grands coups de fouet, à travers les siècles : des adolescents qui n'entendent rien à la guerre, aux négociations diplomatiques, à la politique commerciale, sont jugés dignes d'être initiés à l'Histoire politique. Deuxième Considération intempestive, ch. 7

ADHD Prescriptions: Diagnosis rates of Attention Deficit Hyperactivity Disorder (ADHD) have skyrocketed 500 percent since 1991, according to the Drug Enforcement Administration. An estimated 7 million schoolchildren are being treated with stimulants for ADHD, including ten percent of all ten-year-old American boys, according to an article published in the Journal of the American Medical Association. A 1998 study by researchers Adrian Angold and E. Jane Costello found that the majority of children and adolescents who receive stimulants for ADHD do not fully meet the criteria for ADHD. The efforts of neurologist Dr. Fred Baughman, ADHD diagnosis critic, led to admissions from the FDA, DEA, Novartis (manufacturers of Ritalin), and top ADHD researchers around the country that “no objective validation of the diagnosis of ADHD exists.” A Maryland Department of Education study found that white, suburban elementary school children are using medication for ADHD at more than twice the rate of African American students.

games. A summary: Exposing children to a violent TV or film clip increases their odds of aggression soon after.41 Interestingly, the effect is stronger in girls (amid their having lower overall levels of aggression). Effects are stronger when kids are younger or when the violence is more realistic and/or is presented as heroic. Such exposure can make kids more accepting of aggression—in one study, watching violent music videos increased adolescent girls’ acceptance of dating violence. The violence is key—aggression isn’t boosted by material that’s merely exciting, arousing, or frustrating. Heavy childhood exposure to media violence predicts higher levels of aggression in young adults of both sexes (“aggression” ranging from behavior in an experimental setting to violent criminality). The effect typically remains after controlling for total media-watching time, maltreatment or neglect, socioeconomic status, levels of neighborhood violence, parental education, psychiatric illness, and IQ. This is a reliable finding of large magnitude. The

to be open and straightforward about their needs for attention in a social setting. It is equally rare for members of a group in American culture to honestly and openly express needs that might be in conflict with that individual’s needs. This value of not just honestly but also openly fully revealing the true feelings and needs present in the group is vital for it’s members to feel emotional safe. It is also vital to keeping the group energy up and for giving the feedback that allows it’s members to know themselves, where they stand in relation to others and for spiritual/psychological growth. Usually group members will simply not object to an individual’s request to take the floor—but then act out in a passive-aggressive manner, by making noise or jokes, or looking at their watches. Sometimes they will take the even more violent and insidious action of going brain-dead while pasting a jack-o’-lantern smile on their faces. Often when someone asks to read something or play a song in a social setting, the response is a polite, lifeless “That would be nice.” In this case, N.I.C.E. means “No Integrity or Congruence Expressed” or “Not Into Communicating Emotion.” So while the sharer is exposing his or her vulnerable creation, others are talking, whispering to each other, or sitting looking like they are waiting for the dental assistant to tell them to come on back. No wonder it’s so scary to ask for people’s attention. In “nice” cultures, you are probably not going to get a straight, open answer. People let themselves be oppressed by someone’s request—and then blame that someone for not being psychic enough to know that “Yes” meant “No.” When were we ever taught to negotiate our needs in relation to a group of people? In a classroom? Never! The teacher is expected to take all the responsibility for controlling who gets heard, about what, and for how long. There is no real opportunity to learn how to nonviolently negotiate for the floor. The only way I was able to pirate away a little of the group’s attention in the school I attended was through adolescent antics like making myself fart to get a few giggles, or asking the teacher questions like, “Why do they call them hemorrhoids and not asteroids?” or “If a number two pencil is so popular, why is it still number two,” or “What is another word for thesaurus?” Some educational psychologists say that western culture schools are designed to socialize children into what is really a caste system disguised as a democracy. And in once sense it is probably good preparation for the lack of true democratic dynamics in our culture’s daily living. I can remember several bosses in my past reminding me “This is not a democracy, this is a job.” I remember many experiences in social groups, church groups, and volunteer organizations in which the person with the loudest voice, most shaming language, or outstanding skills for guilting others, controlled the direction of the group. Other times the pain and chaos of the group discussion becomes so great that people start begging for a tyrant to take charge. Many times people become so frustrated, confused and anxious that they would prefer the order that oppression brings to the struggle that goes on in groups without “democracy skills.” I have much different experiences in groups I work with in Europe and in certain intentional communities such as the Lost Valley Educational Center in Eugene, Oregon, where the majority of people have learned “democracy skills.” I can not remember one job, school, church group, volunteer organization or town meeting in mainstream America where “democracy skills” were taught or practiced.

Returning to his homeland, he had been refused both the position and the funding he would need to cure the entire nation with his miraculous practice and, by the time we met, resentment had seeped into almost every aspect of his person. Dr. Ramiz's great passion for social issues served only to feed his anger. After speaking with him for several hours, or rather suffering his complaints, his analyses of social ills, and his assorted musings of the future, I could neither imagine nor indeed genuinely wish for a world in which all might attain happiness through work befitting their person or capacity. And so it was on that first day that I realized Dr. Ramiz was the incarnation of discontent. Although possessed of a fine arsenal of bon mots -words and phrases like "adolescence," "domestic issues," "public education," "production," and, in particular, "activity," were forever trickling out of his mouth - he was the kind of man who never could apply himself to a task for very long and who was only content when complaining or occupying himself with mandatory tasks, which is why, despite a fine position and a fixed place in society, he saw himself as a miserable and mistreated man with a dim future...Since his return from Vienna, he had, in his bitterness, swept his life empty of friends.

The Blue Mind Rx Statement Our wild waters provide vast cognitive, emotional, physical, psychological, social, and spiritual values for people from birth, through adolescence, adulthood, older age, and in death; wild waters provide a useful, widely available, and affordable range of treatments healthcare practitioners can incorporate into treatment plans. The world ocean and all waterways, including lakes, rivers, and wetlands (collectively, blue space), cover over 71% of our planet. Keeping them healthy, clean, accessible, and biodiverse is critical to human health and well-being. In addition to fostering more widely documented ecological, economic, and cultural diversities, our mental well-being, emotional diversity, and resiliency also rely on the global ecological integrity of our waters. Blue space gives us half of our oxygen, provides billions of people with jobs and food, holds the majority of Earth's biodiversity including species and ecosystems, drives climate and weather, regulates temperature, and is the sole source of hydration and hygiene for humanity throughout history. Neuroscientists and psychologists add that the ocean and wild waterways are a wellspring of happiness and relaxation, sociality and romance, peace and freedom, play and creativity, learning and memory, innovation and insight, elation and nostalgia, confidence and solitude, wonder and awe, empathy and compassion, reverence and beauty — and help manage trauma, anxiety, sleep, autism, addiction, fitness, attention/focus, stress, grief, PTSD, build personal resilience, and much more. Chronic stress and anxiety cause or intensify a range of physical and mental afflictions, including depression, ulcers, colitis, heart disease, and more. Being on, in, and near water can be among the most cost-effective ways of reducing stress and anxiety. We encourage healthcare professionals and advocates for the ocean, seas, lakes, and rivers to go deeper and incorporate the latest findings, research, and insights into their treatment plans, communications, reports, mission statements, strategies, grant proposals, media, exhibits, keynotes, and educational programs and to consider the following simple talking points: •Water is the essence of life: The ocean, healthy rivers, lakes, and wetlands are good for our minds and bodies. •Research shows that nature is therapeutic, promotes general health and well-being, and blue space in both urban and rural settings further enhances and broadens cognitive, emotional, psychological, social, physical, and spiritual benefits. •All people should have safe access to salubrious, wild, biodiverse waters for well-being, healing, and therapy. •Aquatic biodiversity has been directly correlated with the therapeutic potency of blue space. Immersive human interactions with healthy aquatic ecosystems can benefit both. •Wild waters can serve as medicine for caregivers, patient families, and all who are part of patients’ circles of support. •Realization of the full range and potential magnitude of ecological, economic, physical, intrinsic, and emotional values of wild places requires us to understand, appreciate, maintain, and improve the integrity and purity of one of our most vital of medicines — water.

As Dr. Fauci’s policies took hold globally, 300 million humans fell into dire poverty, food insecurity, and starvation. “Globally, the impact of lockdowns on health programs, food production, and supply chains plunged millions of people into severe hunger and malnutrition,” said Alex Gutentag in Tablet Magazine.27 According to the Associated Press (AP), during 2020, 10,000 children died each month due to virus-linked hunger from global lockdowns. In addition, 500,000 children per month experienced wasting and stunting from malnutrition—up 6.7 million from last year’s total of 47 million—which can “permanently damage children physically and mentally, transforming individual tragedies into a generational catastrophe.”28 In 2020, disruptions to health and nutrition services killed 228,000 children in South Asia.29 Deferred medical treatments for cancers, kidney failure, and diabetes killed hundreds of thousands of people and created epidemics of cardiovascular disease and undiagnosed cancer. Unemployment shock is expected to cause 890,000 additional deaths over the next 15 years.30,31 The lockdown disintegrated vital food chains, dramatically increased rates of child abuse, suicide, addiction, alcoholism, obesity, mental illness, as well as debilitating developmental delays, isolation, depression, and severe educational deficits in young children. One-third of teens and young adults reported worsening mental health during the pandemic. According to an Ohio State University study,32 suicide rates among children rose 50 percent.33 An August 11, 2021 study by Brown University found that infants born during the quarantine were short, on average, 22 IQ points as measured by Baylor scale tests.34 Some 93,000 Americans died of overdoses in 2020—a 30 percent rise over 2019.35 “Overdoses from synthetic opioids increased by 38.4 percent,36 and 11 percent of US adults considered suicide in June 2020.37 Three million children disappeared from public school systems, and ERs saw a 31 percent increase in adolescent mental health visits,”38,39 according to Gutentag. Record numbers of young children failed to reach crucial developmental milestones.40,41 Millions of hospital and nursing home patients died alone without comfort or a final goodbye from their families. Dr. Fauci admitted that he never assessed the costs of desolation, poverty, unhealthy isolation, and depression fostered by his countermeasures. “I don’t give advice about economic things,”42 Dr. Fauci explained. “I don’t give advice about anything other than public health,” he continued, even though he was so clearly among those responsible for the economic and social costs.

Adolescence is a period of life when the brain is malleable, and it represents a good opportunity for learning and social development. However, according to UNICEF, 40 percent of the world’s teenagers have no access to secondary-school education. The percentage of teenage girls who lack this access is much higher, yet there is strong evidence that the education of girls in developing countries has many significant benefits for family health, population growth rates, child mortality rates, and HIV rates, as well as for women’s self-esteem and quality of life. Adolescence represents a time of brain development when teaching and training should be particularly beneficial. I worry about the lost opportunity of denying the world’s teenagers access to education.

Back in the 1990s, research that looked at how ADHD affected teenagers at work concluded that they did pretty much as well as other teenagers. Maybe, it seemed, the symptoms interfered mainly in educational settings and we didn’t need to worry so much about jobs. We now know that’s not true. As the last quote above attests, ADHD can hurt you even more at work than it has at school. The problem with those 15-year-old studies is that they failed to take into account the types of jobs adolescents usually hold: unskilled, part time, and temporary. Working at a local rec center, fast-food joint, or car wash doesn’t demand a lot of attention, thought, or persistence. Maybe ADHD really wouldn’t interfere much.

The custody battle between Malcolm’s parents subsequently reduced the chances of further educational remediation or further mental health follow-up.

In other words, in an age of great shifts in education, very little has shifted when it comes to the teaching of adolescent readers. The teaching of reading remains stuck in a paradigm that doesn’t work, and when students are stuck in a paradigm that doesn’t work, there are dire consequences: •

While it is beneficial for a child to feel bad when anticipating a loss of connection with those who are devoted to him and his well-being and development, it is crucially important for parents to understand that it is unwise to ever exploit this conscience. We must never intentionally make a child feel bad, guilty, or ashamed in order to get him to be good. Abusing the attachment conscience evokes deep insecurities in the child and may induce him to shut it right down for fear of being hurt. The consequences are not worth any short-term gains in behavioral goals. If we find ourselves shocked by the behavioral changes that come in the wake of peer orientation, it is because what is acceptable to peers is vastly different from what is acceptable to parents. Likewise, what alienates peers is a far cry from what alienates parents. The attachment conscience is serving a new master. When a child tries to find favor with peers instead of parents, the motivation to be good for the parents drops significantly. If the values of the peers differ from those of the parents, the child's behavior will also change accordingly. This change in behavior reveals that the values of the parents had never been truly internalized, genuinely made the child's own. They functioned mostly as instruments of finding favor. Children do not internalize values — make them their own — until adolescence. Thus the changes in a peer-oriented child's behavior do not mean that his values have changed, only that the direction of his attachment instinct has altered course. Parental values such as studying, working toward a goal, the pursuit of excellence, respect for society, the realization of potential, the development of talent, the pursuit of a passion, the appreciation of culture are often replaced with peer values that are much more immediate and short term. Appearance, entertainment, peer loyalty, spending time together, fitting into the subculture, and getting along with each other will be prized above education and the realization of personal potential. Parents often find themselves arguing about values, not realizing that for their peer-oriented children values are nothing more than the standards that they, the children, must meet in order to gain the acceptance of the peer group. So it happens that we lose our influence just at the time in our children's lives when it is most appropriate and necessary for us to articulate our values to them and to encourage the internalization of what we believe in. The nurturing of values takes time and discourse. Peer orientation robs parents of that opportunity. In this way peer orientation arrests moral development.

Children displaced from their families, unconnected to their teachers, and not yet mature enough to relate to one another as separate beings, automatically regroup to satisfy their instinctive drive for attachment. The culture of the group is either invented or borrowed from the peer culture at large. It does not take children very long to know what tribe they belong to, what the rules are, whom they can talk to, and whom they must keep at a distance. Despite our attempts to teach our children respect for individual differences and to instill in them a sense of belonging to a cohesive civilization, we are fragmenting at an alarming rate into tribal chaos. Our very own children are leading the way. The time we as parents and educators spend trying to teach our children social tolerance, acceptance, and etiquette would be much better invested in cultivating a connection with them. Children nurtured in traditional hierarchies of attachment are not nearly as susceptible to the spontaneous forces of tribalization. The social values we wish to inculcate can be transmitted only across existing lines of attachment. The culture created by peer orientation does not mix well with other cultures. Because peer orientation exists unto itself, so does the culture it creates. It operates much more like a cult than a culture. Immature beings who embrace the culture generated by peer orientation become cut off from people of other cultures. Peer-oriented youth actually glory in excluding traditional values and historical connections. People from differing cultures that have been transmitted vertically retain the capacity to relate to one another respectfully, even if in practice that capacity is often overwhelmed by the historical or political conflicts in which human beings become caught up. Beneath the particular cultural expressions they can mutually recognize the universality of human values and cherish the richness of diversity. Peer-oriented kids are, however, inclined to hang out with one another exclusively. They set themselves apart from those not like them. As our peer-oriented children reach adolescence, many parents find themselves feeling as if their very own children are barely recognizable with their tribal music, clothing, language, rituals, and body decorations. “Tattooing and piercing, once shocking, are now merely generational signposts in a culture that constantly redraws the line between acceptable and disallowed behavior,” a Canadian journalist pointed out in 2003. Many of our children are growing up bereft of the universal culture that produced the timeless creations of humankind: The Bhagavad Gita; the writings of Rumi and Dante, Shakespeare and Cervantes and Faulkner, or of the best and most innovative of living authors; the music of Beethoven and Mahler; or even the great translations of the Bible. They know only what is current and popular, appreciate only what they can share with their peers. True universality in the positive sense of mutual respect, curiosity, and shared human values does not require a globalized culture created by peer-orientation. It requires psychological maturity — a maturity that cannot result from didactic education, only from healthy development. Only adults can help children grow up in this way. And only in healthy relationships with adult mentors — parents, teachers, elders, artistic, musical and intellectual creators — can children receive their birthright, the universal and age-honored cultural legacy of humankind. Only in such relationships can they fully develop their own capacities for free and individual and fresh cultural expression.

the classroom environment can be a setup for serious stress-related health problems. In a sense, both teachers and their students are “captives”—they can’t leave during class without suffering adverse consequences. Furthermore, the social and emotional dynamics of a room full of children or adolescents can be intense and sometimes chaotic. Under pressure, some students become disruptive, distracted, and even defiant, and teachers may become anxious, frustrated, embarrassed, and hopeless. From this perspective, it’s easy to see why teachers are burning out and students aren’t learning. The stress response is derailing our teaching and our students’ learning.

researchers exploring the impact of mindfulness training on children, adolescents, and adults have revealed a wide range of positive outcomes including: improvements in executive functions such as the regulation of attention, emotion, behavior, and relatedness; physiological enhancements in our immune function; elevations in the enzyme (telomerase) that maintains and repairs the ends of our chromosomes; and even preliminary findings suggesting the optimization of the control molecules on our genes (epigenetic regulatory histones and methyl groups) that help prevent certain forms of disease.

The first truth is that this is a big decision. It is a decision that has many pros and cons: from credibility, mainstreaming, lifelong friendships, and pre-reqs for worthwhile advanced degrees on the one hand to binge drinking, staggering debt and subsequent indentured servitude, high drop out rates (especially for males), aimlessness, and protracted adolescence on the other. Selecting a college is also a different decision than it was 30 years ago, or 20, or 10. College costs have been rising faster than the economy and inflation for decades. Meanwhile, the predictive value of a college education is going down as corporations are increasingly less likely to provide extended training resources and opportunities to new grads. This is a result of the average length of tenure for new employees going ever downward.

To be a Black woman, therefore, is not just to be a Black who happens to be a woman, for one discovers one’s sex sometime before one discovers one’s racial classification. For it is immediately within the bosom of one’s family that one learns to be a female and all that the term implies. Although our families may have taken a somewhat different form from that of whites, the socialization that was necessary to maintain the state was carried out. Our family life may be said to parallel our educational opportunities, in that we only need to finish elementary school or high school to get the kinds of jobs which are open to us, and we need only about twelve years of living within some kind of family situation to learn our sexual roles completely. Our first perception of ourselves is of our physical bodies, which we are then forced to compare with the bodies of those with whom we live, mothers, fathers, grandmothers, aunts, uncles, and whomever. Our clothing and the kinds of play activity we engage in are reflections of the lives of those with whom we live. Treatment at school reinforces our sexuality, so that by the time we reach adolescence, we as Black women have perceived our role, all too clearly. One discovers what it means to be Black, and all that term implies, usually outside the family, although this is probably less so than it was as the need to politicize all Blacks, including children, has become so obvious. But until recently, the child had only dim revelations about her color within the family and it was only when she moved out into the community and the opposition and reaction of whites to her gave her insight into her place, racially. The oppression of Blacks by whites is not softened by the same kind of rationale that the female encounters with the male, and if she has not been taught by her family that to be Black is to be political, she experiences extreme frustration and anger as she wades through the racial experience in an attempt to learn what is going on. Most women, shackled by the limitations imposed on their behavior because of their sex, are afraid to explore their condition much beyond their school years and go on to fulfill their biological destiny as determined by male.

Children with ADHD have much more potential for academic success than many parents give them credit for. These children are usually very capable of achieving the same educational goals as their peers once their education, organization, and study skills have been adequately developed. ADHD does not affect a child’s performance in school; a lack of information or instruction hinders a child’s learning ability.

Life is . . . a stream flowing from high mountain ranges which wring it from the clouds, coursing down through all the manifold ways in which the water comes down at Lodore to the sea of eternity. Adolescence is the chief rapids in this river of life which may cut a deep canyon and leave its shores a desert.

older learners are more efficient than younger learners. By using their metalinguistic knowledge, memory strategies, and problem-solving skills, they make the most of second or foreign language instruction. In educational settings, learners who begin learning a second language at primary school level do not always achieve greater proficiency in the long run than those who begin in adolescence. Furthermore, there are countless anecdotes about older learners (adolescents and adults) who achieve excellence in the second language.

The relatively new field of “adolescent medicine” focuses not only on the traditional medical model of diagnosis and treatment, but, perhaps more than any other subspecialty of medicine, on education and prevention.

The first eight years of the new millennium were devoted to abstinence-only sex education, which has been shown to be ineffective (Kirby & Laris, 2009; Santelli et al., 2006), except with 12-year-old African American boys in inner-city Philadelphia (Jemmott, Jemmott, & Fong, 2010). Comprehensive sex education does work (Cavazos-Rehg et al., 2012; Kirby & Laris, 2009; Lindberg & Maddow-Zimet, 2012), but it arguably has been marginalized (Lindberg, Santelli, & Singh, 2006).

The apartments had probably been built back in the 70’s when the country was going through some ugly social times. Maybe the country was going through its adolescent phase and breaking out with a bad case of social acne. Cheesy professors were running around the country proclaiming “turn on, tune in, drop out.” A mean-spirited drunk from LA was cranking out poems about the low-life and reaching for another beer out of the refrigerator on stage as part of his performance. The porn industry was in its golden era. People proclaiming their individuality and uniqueness were all dressed the same. Mothers thought they were educating their kids by letting them watch Sesame Street, but they were just turning their kids into TV junkies and a future generation of pudding heads with blank faces ready to believe anything on the lamestream media. The Vietnam War eventually came to an end after Laos was clustered bombed, which had nothing to do with ending the war. Dominoes didn’t fall. A new war memorial went out for bid. Some crazy scientist found a way to make clothes out of chemicals - polyester. Dwarfs found their favorite hangout - the disco. The whole country seemed to be dancing to the disco beat, hypnotized by the flashing strobe lights off the big, shiny ball.

The student-teacher ratio at the Bahriji School was one to one. Most of the teachers were former Valets who returned after their University studies, to serve at the Bahriji School. Their strong affiliation with the Oasis inspired them to dedicate their careers to guiding E.R.O.S. juniors, assisting them in achieving the greatest success possible during their adolescent journeys to adulthood. Most of the school's teachers and professors were very accomplished, and of a high caliber. Their pedagogy was based on methods utilized in their own education. Personal grooming, health, diet and nutritional care were part of the curriculum. Just as the Valets were especially selected, our professors and teachers were carefully chosen. They were well groomed, and most had great personal flair, panache and style. Each was incredibly distinguished in his or her own way, possessing confidence and individualism. They were charming ladies and gentlemen.

Cheered on by the growing crowd, Gabrielli joined forces with Mario. My teacher said, “In antiquity, pederasty was seen as an educational institution for the inculcation of moral and cultural values by the older man to the younger, as well as a form of sexual expression. It gained representation in history from the Archaic period onwards in Ancient Greece.” Both men had created an imaginary platform, as if speaking in a forum at an ancient amphitheater. “According to Plato, in ancient Greece, pederasty was a relationship and a bond, be it sexual or chaste, between an adult man and an adolescent boy outside his immediate family. “Most Greek men engaged in sexual relations with both women and boys, though exceptions to the rule were known; some avoided relations with women and others rejected relations with boys. In Rome relations with boys took a more informal and less civic path, with older men taking advantage of their dominant social status to extract sexual favors from their social inferiors. They carried on illicit relationships with freeborn boys.” My teacher spoke heroically.

Cheered on by the growing crowd, Gabrielli joined forces with Mario. My teacher said, “In antiquity, pederasty was seen as an educational institution for the inculcation of moral and cultural values by the older man to the younger, as well as a form of sexual expression. It gained representation in history from the Archaic period onwards in Ancient Greece.” Both men had created an imaginary platform, as if speaking in a forum at an ancient amphitheater. “According to Plato, in ancient Greece, pederasty was a relationship and a bond, be it sexual or chaste, between an adult man and an adolescent boy outside his immediate family.

How did I feel when I entered Daltonbury Hall? I was excited, elated and filled with anticipation to be in England. This was a country wherein I had wanted to be located since I was six years of age. As a teenager, I was fearless and dying to explore new, uncharted territories. Daltonbury Hall was precisely the relief I craved after my Methodist Boys’ School bullying experiences. To have a handsome, caring ‘big brother’ twenty-four seven as my guardian was a dream come true for this gay boy. Was my life in Malaya very different from England? Very much so! To me, England was a completely different planet. I felt as if I had landed on the Moon. Instead of a planet filled with ugly rocks, it was a planet filled with good-looking boys (especially those I came in contact with as I was secretly groomed to enter E.R.O.S.). The boys I befriended were well-mannered and aristocratic in more ways than just being born into wealthy homes. E.R.O.S. selected candidates that had a certain je ne sais quoi about them. That made a big difference to me; they weren’t like the ‘regular’ boys I encountered at the Methodist Boys School in Malaysia. You asked how I coped when I first arrived in the United Kingdom. I was homesick for the first few weeks but I adjusted to my new environment quickly. Daltonbury Hall provided me with a fresh start, a new life. A life I was happy to leave behind when I left Kuala Lumpur. Everything was exciting, even at times when I was uncertain about my capabilities in my studies. The ‘big brothers’ were always available to assist, to comfort and encourage the freshmen and juniors when we faced difficulties in our educational and private lives. In my opinion, the BB and BS program should be installed in regular schools. I believe this will eliminate the current dysfunctional school system and reduce school bullying as well as suicidal behavior in students. More often than not, adolescent boys look to an older and more experienced guardian for guidance and mentorship. I blossomed under Nikee, Andy, and Oscar’s tutelage.

Andy remained seated. I chirped, “Sir, please tell me the reason for your visit. My guardian is fully aware of your proposal.” Struck by my candidness, Ozwalt stammered, “Very well, I will tell you the reason I’m here,” he raised his voice in displeasure. “Your counterproposal is deplorable!” My lover remarked aggressively, “What’s deplorable about Young wishing to be kept in the style he is accustomed to?” The Englishman exclaimed, “He’s not even of age to drive, and he wants a Lamborghini or a Ferrari? What is he thinking?!” “You offered him a city car,” my Valet countered. “He has every right to ask for what he desires.” The man repudiated defensively, “I offered him a city car upon his coming of age to drive, not before!” He was seething with anger. “Atop this, he demands a luxury penthouse in Mayfair or Park Lane, not to mention the live-in personal tutor! Is he insane? Most adults wouldn’t be able to afford a luxury flat and experienced educator, let alone an adolescent who is barely out of his teens.” “Sir, if you do not have the financial capabilities to accommodate the boy’s expectations, there are others who are perfectly capable of doing so,” my chaperone asserted. “Andy! Are you telling me that the lad has other well-endowed suitors willing to pay for such frivolousness?” My lover and I sniggered at the Englishman’s comment, but we managed to suppress our mirth. My guardian answered solemnly, “That, Sir, is none of your concern. I presume you’re here to discuss Young’s counterproposal, not the proposals of his other suitors.” He was taken aback by my mentor’s forthrightness. He raised his voice in retaliation. “I’m here to talk to Young. I would like Young to speak for himself.” I spoke unrelentingly, “I have asked Andy to negotiate on my behalf. I have heard everything he has said and challenge none of it. If my terms are not met, I’m afraid our arrangement is over. There is no further need for discussion.” By now, Ozwalt was on fire. He waved his fist at me and shouted, “You rapacious whore! You’re nothing but a self-indulgent sybaritic slut from a third-world country!” Before he could continue lambasting me with further insults, Wilhem entered. “What’s going on here?” my big-brother questioned. Mossey resumed berating my integrity, calling me a barrage of repugnant names while my chaperones carted him off the campus grounds to his waiting chauffeur and Bentley. Groups of students stood gaping at the wild man, speculating about the nature of the ruckus they were witnessing.

But, above all it is the education of adolescents that is important, because adolescence is the time when the child enters on the state of [adult]hood and becomes a member of society.

How do you teach a classroom of Sybils who are breaking apart and reforming right in front of you?

It actually may be that the shadows of the so-called middle-class utopia always cast heavily on children, particularly in their adolescence. And this is so because the middle class is the proprietor and perpetuator of the category of childhood; living within the economic advantage of not needing children to work (or serve as marriage pawns for continued nobility) leads to a conception of childhood innocence. The child is hidden from the world behind the structural walls of family and education. Middle-class parents take on a heavy burden of seeing it as their core vocation to protect and advance their children. But this projecting and advancing appears to always come with tension as the innocent middle-class child turns into the alien middle-class adolescent.[2]

While I was doing my fellowship in child and adolescent psychiatry, my family and I lived in Hawaii. When my son was seven years old, I took him to a marine life educational and entertainment park for the day. We went to the killer whale show, the dolphin show, and finally the penguin show. The penguin’s name was Fat Freddie. He did amazing things: He jumped off a twenty-foot diving board; he bowled with his nose; he counted with his flippers; he even jumped through a hoop of fire. I had my arm around my son, enjoying the show, when the trainer asked Freddie to get something. Freddie went and got it, and he brought it right back. I thought, “Whoa, I ask this kid to get something for me, and he wants to have a discussion with me for twenty minutes, and then he doesn’t want to do it!” I knew my son was smarter than this penguin. I went up to the trainer afterward and asked, “How did you get Freddie to do all these really neat things?” The trainer looked at my son, and then she looked at me and said, “Unlike parents, whenever Freddie does anything like what I want him to do, I notice him! I give him a hug, and I give him a fish.” The light went on in my head. Whenever my son did what I wanted him to do, I paid little attention to him, because I was a busy guy, like my own father. However, when he didn’t do what I wanted him to do, I gave him a lot of attention because I didn’t want to raise a bad kid! I was inadvertently teaching him to be a little monster in order to get my attention. Since that day, I have tried hard to notice my son’s good acts and fair attempts (although I don’t toss him a fish, since he doesn’t care for them) and to downplay his mistakes. We’re both better people for it. I collect penguins as a way to remind myself to notice the good things about the people in my life a lot more than the bad things. This has been so helpful for me as well as for many of my patients. It is often necessary to have something that reminds us of this prescription. It’s not natural for most of us to notice what we like about our life or what we like about others, especially if we unconsciously use turmoil to stimulate our prefrontal cortex. Focusing on the negative aspects of others or of your own life makes you more vulnerable to depression and can damage your relationships.

Your children are changing, and also trying to figure themselves out; their brains and bodies are undergoing extensive reorganization; and their apparent recklessness, rudeness, and cluelessness are not totally their fault! Almost all of this is neurologically, psychologically, and physiologically explainable. As a parent or educator, you need to remind yourself of this daily, often hourly!

His Majesty has done absolutely nothing but waste his time darling around eating sweets, contributing to the boy's adolescent chubiness, and to the sense of the country's political drift. Rather than being encouraged to govern, the Shah's courtiers preferred to encourage him in his idleness.

games and animated programs designed to educate adolescents on issues regarding safe sex. This

Scientists believed—incorrectly, as it turned out—that brain growth was pretty much complete by the time a child started kindergarten; this is why for the past two decades parents of infants and toddlers, trying to get a jump on their children’s education,

Reward systems, such as those mediated by dopamine, also destabilize during adolescence in order to allow for the creation of new attachments, behaviors, and goals. This search for purpose and meaning makes adolescents more vulnerable to good and bad social influences,

Perhaps the postponement in modern culture of the historically relevant challenges of adolescents,

Learning to BREATHE (L2B) (Broderick, 2013) program, a mindfulness-based program for adolescents and pre-adolescents designed to promote emotional awareness and improve emotional regulation, attentional focus, and stress reduction.

Kripalu Yoga in Schools (KYIS) was developed to empower adolescents to learn social and emotional skills such as stress management, emotion and behavior regulation, self-appreciation, self-confidence, and relationships skills.

Equality and justice demand only a society so organized that every single human being will—from birth through adolescence and maturity—find therein equal means, first for maintenance and education, and later, for the exercise of all his natural capacities and aptitudes.

Your memoirs captivated my attention to thinking of our current duplicitous educational system; the methods that schools are teaching young adults, to the growing number of suicidal and shooting cases in learning institutions. If I may, I’ll like to request your permission to administer a human behavioral study on your adolescent life. This is a simple study which entails me asking you questions through our regular correspondence so I can better understand what’s going through your mind when you were inducted into the Enlightened Royal Oracle Society and subsequently your services in the various Arab Households. Although I am familiar with the ancient Greco Roman pederasty ideology, I am beginning to excogitate if there are valuable merits, to this form of mentorship between an erastês and an erômenos. In your memoirs you mentioned that your secondary school education derived from this ancient practice. Obviously your positive experiences had made you a balanced and well-rounded man of the world. Let me know your thoughts if you are interested in this research? I’ll continue reading your weekly blogs and wish you the very best in the soon to be published Initiation, the 1st of your five books memoir. My spirits are uplifted when reading your correspondence. Keep them coming, my friend. All the best! Dr. A.S.

imaginary world over the actual one, at which the adolescent excels already. It was probably no accident that the best-educated village girls participated most ardently in the crisis.

I imagined our adolescent channels of envy and rapport to be the headwaters of the adult currents of law and policy and finance and education and the arts that you could not, once they were deep and running fast, jump into if you missed them now.

Truth is never in the middle. Truth is where it is! In Freedom!

But as he approached fifty, Kenny yearned to do something different. Someone told him that More Than Money—the same inheritors group Jeff Weissglass got involved with—was hiring an executive director. He landed the position and, in short order, discovered that his pregnant teens had at least one thing in common with these young heirs and heiresses: Society defined and stereotyped both groups by how much money they did or didn’t have. The foundations that funded adolescent pregnancy care assumed the girls were getting knocked up because they were poor, “which was not necessarily true,” Kenny says, whereas the inheritors were pegged as “entitled and spoiled and lazy—and there’s no basis for that.” The anti-inheritor bias proved so toxic that some of Kenny’s former colleagues shunned him after he took the new job. “They’re like, ‘What a sellout! What a cop-out! Why would you do that?’ ” he recalls. “What does it say about our culture that everyone wants to win the lottery in some way, shape, or form, and there’s a whole segment of our culture that hates people who win the big payout.” This is indeed a paradox. Oscar Mayer heir Chuck Collins gave away his $500,000 inheritance in 1986, when he was a young man. (Invested in the S&P 500, it would be worth about $14 million today.) He has since dedicated himself, through the Institute for Policy Studies, to educating the American public about inequality. His memoir, Born on Third Base, includes the following scene: Speaking to a crowd of about 350 people, he asks who among them feels rage toward the wealthiest 1 percent. Almost everyone raises a hand. He then asks, “How many of you wish you were in the wealthiest 1 percent?” They laugh, but again, almost everyone. “People are envious,” Kenny says. “And what you end up doing with envy is demeaning whoever it is that you envy, because they have what we think we deserve.” During his time at More Than Money, Kenny grew friendly with Paul Schervish, then the director of the Center on Wealth and Philanthropy, and when Schervish offered him the associate director job, Kenny jumped. He’d seen how inheritors grappled with their unearned fortunes. Now he wanted to better understand their parents. Havens was the numbers guy “and I was in charge of: ‘I’d like to know what these people are thinking, and nobody ever asks them.’ 

Becoming more aware of child development needs and risk factors can be a powerful motivation for promoting education, prevention, and recovery for ourselves as parents and our communities.

Benjamin Bloom, an eminent educational researcher, studied 120 outstanding achievers. They were concert pianists, sculptors, Olympic swimmers, world-class tennis players, mathematicians, and research neurologists. Most were not that remarkable as children and didn’t show clear talent before their training began in earnest. Even by early adolescence, you usually couldn’t predict their future accomplishment from their current ability. Only their continued motivation and commitment, along with their network of support, took them to the top.

People talk to you a great deal about your education, but some good, sacred memory, preserved from childhood, is perhaps the best education. If a man carries many such memories with him into life, he is safe to the end of his days, and if one has only one good memory left in one's heart, even that may sometime be the means of saving us.

A lot of what is inside us can seem daft: how we felt a strange impulse to burst into tears when reading a children’s book (about an elephant befriending a baby sparrow); how we sometimes imagine acquiring the power to go back in time and correct the missed opportunities of adolescence. Some of it is, from a harsh angle, distinctly pathetic: how worried we are about asking where the bathroom is; how envious we are of a close acquaintance; how much we worry about our hair. A significant part is alarming and quasi-illegal: our fantasies about a work colleague and a family member; our plans for what we’d ideally do to an enemy.

After the vision of the anointed was given increasing scope in the education and public policy of the United States and other Western societies during the decades beginning with the 1960s, the social degeneration became palpable, documented beyond issue, and immense across a wide spectrum of social phenomena—declining educational standards, rising crime rates, broken homes, soaring rates of teenage pregnancy, growing drug usage, and unprecedented levels of suicide among adolescents. This social devastation was not due to poverty, for the material standard of living was rising substantially during this time. It was not due to repression, for an unprecedented variety of new “rights” emerged from the courts and legislatures to liberate people from the constraints of the law while they were being liberated from social constraints by the spread of “nonjudgmental” attitudes. Neither was this social degeneration due to the disruptions of war or natural catastrophes, for it was an unusually long period of peace, and science conquered many diseases that had plagued the human race for centuries, as well as providing better ways of protecting people from earthquakes and other destructive acts of nature. It was instead an era of self-inflicted wounds.

Federico da Montefeltro was the hereditary ruler of Urbino, a city-state of seven thousand inhabitants a zigzagging 125-mile journey from Florence through the hills and valleys of the Apennines. Federico was almost exactly the same age as Vespasiano. Born in 1422, the illegitimate son of Guidantonio da Montefeltro, Count of Urbino, he was at first welcomed by his father since the count’s twenty-five-year marriage had failed to produce a legitimate heir. However, he found himself shunted aside when Guidantonio’s first wife died and his second marriage resulted, in 1427, in a legitimate son, Oddantonio. Federico was educated in Venice and then Mantua, and as an adolescent he distinguished himself with a series of narcissistic poems celebrating his amorous achievements. Federico’s true destiny, however, involved conquests of a different sort. At the age of fifteen he entered the service of the warlord Niccolò Piccinino, commanding a cavalry of eight hundred horses and proving himself a brilliant warrior through such feats as capturing a hitherto impregnable fortress from the ferocious Sigismondo Malatesta.

Solon and Pisistratus were very fond of one another. We are told they entered into a love affair when Pisistratus was a good-looking lad in his teens. Despite a wide gap of thirty years between them, this is not implausible. Solon was highly sexed, if we may judge from his poetry, where he writes of the delights of falling in love “with a boy in the lovely flower of youth,/Desiring his thighs and sweet mouth.” However, it would be wrong to believe that either man was necessarily, in our modern sense, gay. This is because from the eighth century onwards the Greek upper classes established and maintained a system of pederasty as a form of higher education. A fully grown adult male, usually in his twenties, would look out for a boy in his mid-teens and become his protector and guide. His task was to see him through from adolescence into adulthood and to act as a kind of moral tutor. Sex was not compulsory, but it was under certain strictly defined conditions allowed. The older man was the active lover/partner or erastes and the teenager was the loved one, or eromenos. Buggery was absolutely out of bounds and brought shame on any boy who allowed it to be done to him. It could have the most serious consequences, as the fate of Periander showed. This famous tyrant of Corinth in the seventh century unwisely teased his eromenos in the presence of other people with the question: “Aren’t you pregnant yet?” The boy was so upset by the insult that he killed Periander. A popular and acceptable technique for achieving orgasm was intercrural sex: both participants stood up and the erastes inserted his erect penis between the thighs of the eromenos and rubbed it to and fro. The youth was not meant to enjoy his lover’s attentions or show signs of arousal; rather, he was making a disinterested gift of himself to someone he admired. The great Athenian writer of tragic dramas, Aeschylus, wrote a play about the love between the two Greek heroes, Achilles and Patroclus. It was called The Myrmidons, after the warriors whom Achilles commanded during the Trojan War. Achilles is presented as the erastes, and reproaches his lover, in rather roundabout terms, for declining an intercrural proposition.

I hold a Master's degree in Counseling and a Doctor of Philosophy degree in Counselor Education and Supervision from the University of Texas at San Antonio.I have provided consultation and training to a variety of graduate students enrolled in the clinical and mental health program as a professor in the Graduate Counseling Program at The University of Texas at San Antonio.I have over 9 years of experience providing mental health and addictions-related counseling services to adolescents, adults, and elders in a variety of different settings.

As adults, persons with ADHD will often exhibit a variety of characteristics such as the following: Anger management difficulties Avoidance of tasks that allow for little spontaneous movement Day dreaming Difficulty engaging in quiet, sedentary activities Feelings of restlessness Forgetfulness Frequent changes in employment Frequent interrupting or intruding on others Frequent shifts from one uncompleted activity to another Heightened distractibility Impaired concentration Relationship difficulties Speaking without thinking (Ramsay, 2015; Weyandt, 2007) These symptoms have the potential for significantly affecting a wide range of life activities, particularly employment opportunities. Yet medication, especially extended-release forms, coupled with psychotherapy, has proven to be beneficial for adolescents and adults with ADHD (National Institute of Mental Health, 2016).

Study Questions What is the legal definition of blindness? How does it differ from the IDEA definition? What does the Snellen chart assess? What does 20/200 mean? Describe how the eye functions. Define the terms myopia, hyperopia, and astigmatism. List five eye problems common to school-age children. Why is early detection of vision problems important? Describe the social and emotional characteristics of persons with visual impairments. What is functional vision, and how is it evaluated? Define the term learning media. Give three examples of different forms of learning media. In what two educational settings do the majority of students with a visual impairment receive a special education? What are some common educational accommodations that a student with a visual impairment may require? List five signs of possible vision problems in children. Identify three critical issues that must be addressed if an adolescent is to successfully transition to postsecondary education or enter the workforce. Besides cultural differences, what diversity issue must be addressed for parents who are also visually impaired? Identify five technology accommodations that can be provided in high school for a student who is legally blind. Discuss the shortage of orientation and mobility specialists and how a child’s educational plan is affected by a shortage of personnel.

Do you think ADHD should be recognized as a separate disability category according to IDEA? Support your position. What are the three subtypes of ADHD? List three symptoms typical of each subtype. Identify three possible causes of ADHD. Give an example of each. Give five examples of characteristics typical of children and adolescents with ADHD. Why do you think pupils with ADHD frequently exhibit other academic and behavioral difficulties? How is ADHD diagnosed? What role do parents and teachers play in the diagnostic process? What role does medication play in the treatment of ADHD? Why is this approach controversial? Describe three other intervention options for students with ADHD. How can assistive technology help students with ADHD? ADHD is usually a lifelong condition. In what ways might this disorder affect the lives of adults with ADHD? Why are some professionals concerned about the identification of ADHD in students from culturally and linguistically diverse backgrounds?

a culture like ours, still preoccupied with security issues, enormously high military budgets are never seriously questioned by Congress or by the people, while appropriations reflecting later stages in the hierarchy of needs, like those for education, health care for the poor, and the arts, are quickly cut, if even considered. The message is clear that we are largely an adolescent culture. Religions, similarly, need to make truth claims that are absolutely absolute—and we want them for just that—because they are absolute! This feels right and necessary at this early stage, despite any talk of Biblical “faith” or trust, which can only be comprehended later.

On the same day, a bunch of school-aged adolescents in Soweto got tired of the government’s latest idea: that their already inferior education should henceforth be conducted in Afrikaans. So the students went out into the streets to air their disapproval. They were of the opinion that it was easier to learn something when one understood what one’s instructor was saying. And that a text was more accessible to the reader if one could interpret the text in question. Therefore—said the students—their education should continue to be conducted in English. The surrounding police listened with interest to the youth’s reasoning, and then the argued the government’s point in that special manner of the South African authorities. By opening fire. Straight into the crowd of demonstrators. Twenty-three demonstrators died more or less instantly. The next day, the police advanced their argument with helicopters and tanks. Before dust had settled, another hundred human lives had been extinguished. The City of Johannesburg’s department of education was therefore able to adjust Soweto’s budgetary allocations downward, citing lack of students.

Personally, I don’t think there is a more vicious pack of carnivorous beasts on the planet than a group of junior-high students. There are many adults who still carry around the wounds and scars of their adolescence. Many young people during this transformational age are scared and uncertain about themselves and their place in the world. They feel vulnerable and don’t want to show their fears, so they look for weakness in others and lunge at any opportunity to exploit it. They feel that if they can expose a flaw or shortcoming in someone else, the pack, like a bunch of rabid sharks, will attack the wounded companion and leave them alone.

There are books for when you’re bored. Plenty of them. There are books for when you’re calm. The best kind, in my opinion. There are also books for when you’re sad. And there are books for when you’re happy. There are books for when you’re thirsty for knowledge. And there are books for when you’re desperate. The latter are the kind of books Ulises Lima and Belano wanted to write. A serious mistake, as we’ll soon see. Let’s take, for example, an average reader, a cool-headed, mature, educated man leading a more or less healthy life. A man who buys books and literary magazines. So there you have him. This man can read things that are written for when you’re calm, but he can also read any other kind of book with a critical eye, dispassionately, without absurd or regrettable complicity. That’s how I see it. I hope I’m not offending anyone. Now let’s take the desperate reader, who is presumably the audience for the literature of desperation. What do we see? First: the reader is an adolescent or an immature adult, insecure, all nerves. He’s the kind of fucking idiot (pardon my language) who committed suicide after reading Werther. Second: he’s a limited reader. Why limited? That’s easy: because he can only read the literature of desperation, or books for the desperate, which amounts to the same thing, the kind of person or freak who’s unable to read all the way through In Search of Lost Time, for example, or The Magic Mountain (a paradigm of calm, serene, complete literature, in my humble opinion), or for that matter, Les Misérables or War and Peace. Am I making myself clear? Good. So I talked to them, told them, warned them, alerted them to the dangers they were facing. It was like talking to a wall. Furthermore: desperate readers are like the California gold mines. Sooner or later they’re exhausted! Why? It’s obvious! One can’t live one’s whole life in desperation. In the end the body rebels, the pain becomes unbearable, lucidity gushes out in great cold spurts. The desperate reader (and especially the desperate poetry reader, who is insufferable, believe me) ends up by turning away from books. Inevitably he ends up becoming just plain desperate. Or he’s cured! And then, as part of the regenerative process, he returns slowly—as if wrapped in swaddling clothes, as if under a rain of dissolved sedatives—he returns, as I was saying, to a literature written for cool, serene readers, with their heads set firmly on their shoulders. This is what’s called (by me, if nobody else) the passage from adolescence to adulthood.

In his book The Conquest of Happiness, Bertrand Russell says, “I was not born happy. As a child, my favorite hymn was: ‘Weary of earth and laden with my sin.’ In adolescence, I hated life and was continually on the verge of suicide, from which, however, I was restrained by the desire to know more mathematics. Now, on the contrary, I enjoy life; I might almost say that with every year that passes I enjoy it more. . . . Very largely it is due to a diminishing preoccupation with myself. Like others who had a Puritan education, I had the habit of meditating on my sins, follies, and shortcomings. I seemed to myself—no doubt justly—a miserable specimen. Gradually I learned to be indifferent to myself and my deficiencies; I came to center my attention increasingly upon external objects: the state of the world, various branches of knowledge, individuals for whom I felt affection.

Many youth who come out in adolescence report not having a strong sense of gender during preschool, kindergarten, or elementary school. Young children are physically fairly gender neutral. If a six-year-old wears girls' cloths and grows long hair, she will be seen as a girl. If the same child cuts their hair and wears boys' people will assume he is a boy. Its only with secondary sex characteristics such as breast, facial hair, and a deeper voice that clothed bodies become more clearly male or female. As a result, gender may not have seemed particularly important for some trans children. It is the onset of puberty and the increased ways they are sexed/gendered in the world that typically precipitate the emergence of adolescent onset gender dysphoria. [page 90]