Relevant bibliographies by topics / Preadolescence and adolescence

Academic literature on the topic 'Preadolescence and adolescence'

Author: Grafiati
Published: 7 July 2024

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Preadolescence and adolescence":

1

Aran-Ramspott, Sue, Maddalena Fedele, and Anna Tarragó. "YouTubers' social functions and their influence on pre-adolescence." Comunicar 26, no. 57 (October 1, 2018): 71–80. http://dx.doi.org/10.3916/c57-2018-07.

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This study focuses on the relationship between preadolescents and youtubers, with the objective of observing how tweens integrate youtubers as referents of a teen digital culture. From a socio-psychological and communicological perspective, a mixed methodological design was applied to carry out the audience study, which was divided into two parts: a quantitative analysis of the audience via a survey administered to 1,406 eleven-twelve year old students of Catalan Secondary Schools, and a qualitative analysis of the preadolescence audience using three focus groups. The quantitative data was analysed with SPSS and the qualitative data with the help of the Atlas.ti software. The results demonstrate that tweens consider youtubers as referents for entertainment and for closeness to a teen digital culture, but not really as a role models or bearers of values as influencers. Also, preadolescents show some dimensions of Media Literacy, since they recognise youtubers’ commercial strategies and their role as actors and professionals. The study notes gender bias in some aspects, and is an introduction to observation of the social functions of youtubers amongst teenagers, individuals who are in the process of constructing their identity and on the point of becoming young adults. El presente estudio se centra en la relación entre preadolescentes y youtubers, con el objetivo de observar cómo los primeros integran a los youtubers como referentes de una cultura digital juvenil. Desde una perspectiva sociopsicológica y comunicativa, se aplicó un diseño metodológico mixto para llevar a cabo el estudio de audiencia, organizado en dos partes: un análisis cuantitativo de la audiencia a través de un cuestionario administrado a 1.406 estudiantes de once-doce años de institutos en Cataluña, y un análisis cualitativo de la audiencia preadolescente a partir de tres «focus group». Los datos cuantitativos se analizaron con SPSS y los cualitativos con la ayuda del programa Atlas.ti. Los resultados demuestran que los preadolescentes consideran a los youtubers como referentes para el entretenimiento y por su proximidad a una cultura digital juvenil, pero no realmente como modelos o portadores de valores en tanto que «influencers». Además, los preadolescentes muestran alguna dimensión de Alfabetización Mediática, al identificar las estrategias comerciales de los youtubers y sus roles profesionales. El estudio da cuenta de un sesgo de género en algunos aspectos, y resulta una introducción a la observación sobre las funciones sociales de los youtubers entre los adolescentes, personas que están en pleno proceso de construcción de sus identidades y a punto de convertirse en jóvenes adultos.
2

van Zaalen, Yvonne, and Dario Strangis. "An Adolescent Confronted With Cluttering: The Story of Johan." Perspectives of the ASHA Special Interest Groups 7, no. 5 (October 20, 2022): 1357–69. http://dx.doi.org/10.1044/2022_persp-21-00267.

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Purpose: This case study is presented to inform the reader of potential speech, language, cognitive, and emotional characteristics in preadolescent cluttering. Method: This case study describes a 10-year-old boy who started to clutter during preadolescence. The case illustrates that, in some adolescents, cluttering can co-occur with temporary stuttering-like behavior. In this case, signs of disturbances in speech-language production associated with behavioral impulsiveness as a young child were noted. Speech, language, cognitive, and emotional results of the case are reported in detail. Results: The changes in fluency development are reported and discussed within the context of changes in the adolescent brain as well as adolescent cognitive and emotional development. While being unaware of their speech condition before adolescence, during preadolescence, the changes in brain organization lead to an increase in rate and a decrease in speech control. Given that the client had limited understanding of what was occurring, they were at risk of developing negative communication attitudes. Speech-language therapists are strongly advised to monitor children with cluttering signals in the early years of their adolescence. Supplemental Material: https://doi.org/10.23641/asha.21318072
3

Moore, Lynn L., Xinyi Zhou, Li Wan, Martha R. Singer, M. Loring Bradlee, and Stephen R. Daniels. "Fruit Juice Consumption, Body Mass Index, and Adolescent Diet Quality in a Biracial Cohort." Beverages 9, no. 2 (May 8, 2023): 42. http://dx.doi.org/10.3390/beverages9020042.

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Fruit juice consumption during childhood remains controversial. Here, we evaluated the association between preadolescent 100% fruit juice intake and later adolescent diet quality and body mass index (BMI). We used prospective data over 10 years from the National Growth and Health Study for 1921 black and white girls, ages 9–10 years at baseline, for analyses of diet quality, and 2165 girls for BMI analyses. Statistical analyses included repeated measures analysis of variance and logistic regression models. Girls who drank ≥1.0 cup/day of fruit juice in preadolescence consumed 0.44 cup/day more total fruit in later adolescence than non-juice-drinking girls (p < 0.0001). White and black girls who drank ≥1.25 cups/day in preadolescence were 2.62 (95% CI: 1.35–5.08) and 2.54 (1.27–5.07) times more likely, respectively, to meet the Dietary Guidelines for whole fruit by later adolescence than those with the lowest juice intakes. Further, fruit juice consumption was positively associated with diet quality scores. Overall, girls consuming ≥1.25 cups/day of juice had a BMI in late adolescence that was 1.7 kg/m2 lower than that of non-juice-drinking girls. In conclusion, early adolescent fruit juice intake was positively associated with subsequent whole fruit consumption, better diet quality, and lower BMI in later adolescence.
4

Topciu, Sara-Debora. "Early Adolescence Today: A Theoretical Approach to Particularities and Challenges." Open Journal for Sociological Studies 4, no. 3 (December 8, 2020): 153–60. http://dx.doi.org/10.32591/coas.ojss.0403.03153t.

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This paper aims to present the main features of early adolescence today (also known as preadolescence). The paper refers to this age period on three levels: the physical level and sexual maturation, the cognitive level, and the socio-emotional level. Thus, we propose a theoretical approach to the main characteristics of early adolescence, but also the analysis of a series of particularities and challenges specific to this stage of life. Despite the fact that childhood, preadolescence and adolescence are certainly difficult, most young people manage to get through these stages of development due to the relationships with family and friends, motivated by academic success or activities that help them build their personality and self-esteem.
5

Richard, Jacques F., and Barry H. Schneider. "Assessing Friendship Motivation During Preadolescence and Early Adolescence." Journal of Early Adolescence 25, no. 3 (August 2005): 367–85. http://dx.doi.org/10.1177/0272431605276930.

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6

Habib, Rania. "Vowel variation and reverse acquisition in rural Syrian child and adolescent language." Language Variation and Change 26, no. 1 (March 2014): 45–75. http://dx.doi.org/10.1017/s0954394513000239.

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AbstractFour vowel variables are investigated in the speech of 50 rural, nonmigrant children and adolescents aged 6 to 18 years in the Syrian village Oyoun Al-Wadi. Contrary to previous studies, the children initially acquire the urban and later the rural forms of these vowels. This process of acquisition shows the following. First, children show reversal in the acquisition of forms, and thus the rules associated with them; instead of acquiring the local forms first, they acquire the supralocal forms. Second, children can acquire the rules of the second dialect after the age of 8. Third, gender emerges as significant as boys and girls exhibit different linguistic behavior. Fourth, preadolescents emerge as the age group that is most active in building a social identity. Fifth, social-psychological factors motivate the shift from urban to rural forms. These include local identity, gendered social meanings of the variants, and the growth of the children's sociolinguistic competence throughout their preadolescence and adolescence.
7

Jordan, Leslie S., Alyssa J. Parker, Jillian Lee Wiggins, and Lea R. Dougherty. "394 A Machine Learning Approach to Predicting High-Risk Irritability Trajectories Across the Transition to Adolescence." Journal of Clinical and Translational Science 8, s1 (April 2024): 117. http://dx.doi.org/10.1017/cts.2024.344.

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OBJECTIVES/GOALS: Irritability, a proneness to anger and frustration, is a transdiagnostic symptom associated with poor mental health outcomes. Levels of irritability vary across development and high-risk trajectories have been observed. This study aims to use machine learning to predict irritability trajectories across the transition to adolescence. METHODS/STUDY POPULATION: Data were from the Adolescent Brain Cognitive Development (ABCD) Study, which is a 10-year longitudinal study that tracks the brain development, cognitive skills, physical health, and psychosocial functioning of a large, national sample starting from preadolescence. The baseline sample consisted of 11,861 9-10-year-old preadolescent youth. Irritability was parent-rated at baseline, 1-year, 2-year, 3-year, and 4-year follow-ups on the Child Behavior Checklist (CBCL) irritability index. Latent class growth analysis (LCGA) was used to determine developmental trajectories of irritability. Two machine learning approaches were applied to develop predictive models of youth irritability developmental trajectories. We used baseline (preadolescent) variables that spanned a wide range of domains. RESULTS/ANTICIPATED RESULTS: Preliminary results fromthe LCGA indicated best support for a four-class model that differentiated growth trajectories in irritability across the transition to adolescence: 1) persistent low irritability (n = 8691, 73.27%), 2) moderate irritability and decreasing (n = 1257, 10.60%), 3) low to moderate irritability and increasing (n = 1295, 10.92%), and 4) chronic high irritability (n = 618, 5.21%). We expect the machine learning analyses to generate predictive models with acceptable accuracy. We hypothesize that the most important predictors in the models will originate from the youth mental health domain, including baseline youth irritability, externalizing symptoms, internalizing symptoms, and oppositional behaviors, and the parent psychopathology domain, particularly parent irritability. DISCUSSION/SIGNIFICANCE: The present study elucidates unique developmental trajectories of irritability and generates predictive models to classify high-risk irritability trajectories using machine learning approaches. Clinicians can use these predictive models to identify at-risk youth and provide early intervention to preadolescents at high risk.
8

Kretschmer, Tina, René Veenstra, Maja Deković, and Albertine J. Oldehinkel. "Bullying development across adolescence, its antecedents, outcomes, and gender-specific patterns." Development and Psychopathology 29, no. 3 (July 15, 2016): 941–55. http://dx.doi.org/10.1017/s0954579416000596.

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AbstractIn contrast to victimization, prior research on the antecedents and outcomes of bullying perpetration has provided little conclusive knowledge. Some adolescent bullies may be well adjusted and popular among peers, while other bullies are rejected and lack self-control. There is also great variation in the outcomes, with a number of studies (but not all) showing increased risk for externalizing and internalizing problems. We used a developmental framework and data from 2,230 participants of the Dutch Tracking Adolescents’ Individual Lives Survey (TRAILS) to examine bullying perpetration across adolescence, to test the links with various antecedents in preadolescence, and to elucidate the outcomes in early adulthood. Latent growth models indicated significant variance in initial bullying perpetration levels and an overall decrease between pre- and late adolescence. Individual, family, and peer factors were associated with initial levels and partially associated with bullying development over time. Bullying perpetration was linked to later maladjustment and substance use, although only in girls. Finally, bullying perpetration appears to function as an intermediate variable between preadolescent individual, family, and peer risk and substance use more than 10 years later. These results have important implications for understanding the gender-specific nature of bullying perpetration and its outcomes and for demonstrating that bullying carries early risk into adulthood.
9

Beauchaine, Theodore P., Stephen P. Hinshaw, and Jeffrey A. Bridge. "Nonsuicidal Self-Injury and Suicidal Behaviors in Girls: The Case for Targeted Prevention in Preadolescence." Clinical Psychological Science 7, no. 4 (January 28, 2019): 643–67. http://dx.doi.org/10.1177/2167702618818474.

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Nonsuicidal self-injury (NSSI) affects 15% to 20% of adolescents—disproportionately girls—and is a strong predictor of eventual suicide attempts and suicide. Many girls now initiate NSSI before age 10. These early starters exhibit greater frequency of NSSI, use more diverse methods, and are hospitalized more often than later starters, yet there are no empirically supported prevention programs for preadolescents. Obstacles to prevention include ascertaining who is sufficiently vulnerable and specifying mechanistic intervention targets. Recent research indicates that (a) preadolescent girls with ADHD who are also maltreated are at alarming risk for NSSI and suicide attempts by adolescence and (b) the conjoint effects of these vulnerabilities are sufficiently potent for targeted prevention. Research also indicates that existing interventions are effective in altering child- and family-level mechanisms of NSSI. These interventions alter neurobiological markers of vulnerability, which can be used as proximal efficacy signals of prevention response without waiting for NSSI and suicide attempts to emerge.
10

Bruni, Oliviero, Stefania Sette, Lilybeth Fontanesi, Roberto Baiocco, Fiorenzo Laghi, and Emma Baumgartner. "Technology Use and Sleep Quality in Preadolescence and Adolescence." Journal of Clinical Sleep Medicine 11, no. 12 (December 15, 2015): 1433–41. http://dx.doi.org/10.5664/jcsm.5282.

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You might also be interested in the extended bibliographies on the topic 'Preadolescence and adolescence' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Preadolescence and adolescence":

1

Chagnon, Jean-Yves. "Le pronostic a la preadolescence." Paris 5, 2000. http://www.theses.fr/2000PA05H006.

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Cette recherche porte sur le fonctionnement psychique des preadolescents et leur devenir. Trente deux preadolescents non consultants repartis en 3 sous groupes : latent(e)s (1011 ans), preadolescent(e)s non puberes (11-13 ans), preadolescents ou jeunes adolescents puberes (12-14 ans), ont ete vus en bilan psychologique interprete dans une perspective psychanalytique dans un temps 1 de la recherche (tl : etude comparative par groupe). Quinze sujets ont ete revus dans un temps 2, en moyenne cinq ans plus tard, afin de savoir ce qu'ils etaient devenus a l'adolescence (t2 : etude longitudinale). Deux hypotheses ont ete mises a l'epreuve; le deroulement de l'adolescence depend de la qualite du travail psychique issu de la phase de latence et de preadolescence ; la preadolescence se caracterisepar un double mouvement contradictoire de renforcement defensif et elaboratif du moi dans la suite de la latence et par les premieres destabilisations psychiques en amont de la puberte manifeste. Les resultats sont surprenants. Le groupe de "latents" s'ecarte notablement du schema theorique de latence ideale : le fonctionnement mental s'avere peu souple souvent inhibe ou encore "chaud". L'identite de genre reste ambigue. La couverture nevrotique mentalisee ne s'interioriserait que tardivement alors que l'hypothese de destabilisations precoces, pulsionnelles et (pre)depressives est confirmee. Chez les filles la discontinuite entre non puberes et puberes est plus manifeste que chez les garcons : la survenue des regles scande le passage de la feminite phallique au feminin-maternel. Au t2 il est constate que les sujets organises sur un mode nevrotique phoboobsessionnel et ayant developpe de solides auto-erotismes mentaux (plaisir du fonctionnement, plaisir de desirer) "passent" mieux l'adolescence que les sujets inhibes ou labiles plus dependants de l'environnement aux risques des mauvaises rencontres.
2

Ollier, Blandine. "Réaménagements narcissiques et objectaux chez l'adolescent.e harcelé.e : le masochisme, un destin des achoppements identificatoires ?" Electronic Thesis or Diss., Paris 13, 2023. http://www.theses.fr/2023PA131061.

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Cette recherche propose d'étudier les réaménagements narcissiques et objectaux susceptibles d'être mobilisés chez les adolescent.e.s harcelé.e.s. Plus spécifiquement, à partir de nos entretiens de recherche et des travaux analytiques déjà existants à propos des adolescents harcelés, nous nous sommes interrogées sur la fragilité des assises narcissiques et des positions sexuées, ainsi que sur les particularités relatives aux aménagements identificatoires et au traitement pulsionnel chez ces derniers. Ce cheminement nous a conduit sur les traces du masochisme. Si notre hypothèse en lien avec la nature masochiste des conduites défensives chez certains adolescents harcelés nous est apparue si intéressante, c'est aussi du fait de la particularité de la tranche d'âge des sujets qui convoque avec une acuité certaine les risques de désintrication inhérents à la réactivation œdipienne et aux remaniements identificatoires. Ainsi notre problématique est la suivante : les achoppements identificatoires repérables chez les adolescents en situation de harcèlement scolaire pourraient-ils connaitre, dans certains cas, un destin à coloration masochiste ? Au niveau méthodologique, la population est composée de 10 préadolescents et adolescents harcelés (5 filles et 5 garçons). Le matériel clinique a été recueilli par la mise en place d'un dispositif en trois entretiens au sein des établissements partenaires. L'entretien préliminaire était suivi d'un entretien comprenant la passation des tests projectifs (Rorschach, T.A.T. et planches complémentaires en situation scolaire), puis d'un entretien de restitution. Les résultats mettent en lumière que la construction d'un maillage identificatoire en lien avec l'être harcelé, pourrait revêtir une dimension initiatique au travers d'une posture victimaire, voire sacrificielle, participant au travail de subjectivation propre à l'adolescence. Cette posture peut être amenée à s'exprimer au travers d'aménagements psychiques à coloration masochiste susceptibles de s'illustrer soit via l'externalisation de modalités passives et masochistes dans le lien aux pairs, soit par un retournement de l'agressivité contre soi. Si ces deux modalités peuvent se retrouver chez tout type de fonctionnement psychique sans présager d'un devenir nécessairement pathogène - du fait notamment de la plasticité relative au processus adolescent - leurs enjeux seront différents en fonction du registre de problématique dans lequel le sujet s'inscrit. Ainsi, dans certains cas, le recours au masochisme peut s'apparenter à une tentative de subjectivation en lien avec une quête traumatotropique au service d'un besoin de différenciation vis-à-vis des premiers objets d'amour. Dans d'autres cas, lorsque la subjectivation se sclérose autour de la traumatophilie, le risque mélancolique n'est jamais loin
This research proposes to study the narcissistic and objectual rearrangements likely to be mobilized among harassed adolescents. More specifically, based on our research interviews and existing analytical work on harassed adolescents, we questioned the fragility of narcissistic foundations and sexual positions, as well as the particularities relating to the arrangements of identifications and impulses among the latter. This path has led us on the trail of masochism. If our hypothesis linked to the masochistic nature of defensive behavior among some harassed adolescents appeared so interesting to us, it is also due to the particularity of the age group of the subjects which calls for numerous changes due to of Oedipal reactivation. So our problematic is the following: could the identificatory stumbles identified among adolescents in situations of school bullying experience have, in certain cases, a destiny with a masochistic evolution?We used a population made up of 10 bullied pre-adolescents and adolescents (5 girls and 5 boys) to carry out our research. The clinical material was collected by setting up a three-interview system within the partner establishments. The preliminary interview was followed by an interview including the administration of projective tests (Rorschach, T.A.T. and additional boards in a school situation), then a feedback interview.The results highlight that the construction of an identification linked to the fact of being harassed, could take on an initiatory dimension through a victim posture, even sacrificial, participating in the work of subjectification specific to adolescence. This posture can be expressed through psychological adjustments with a masochistic color likely to be illustrated either via the externalization of passive and masochistic modalities in the bond with peers, or by a reversal of aggressiveness against themselves. If these two modalities can be found in any type of psychological functioning without foreboding a necessarily pathogenic outcome ? in particular due to the plasticity relating to the adolescent process ? their impact will be different depending on the register of problems in which the subject fits. Thus, in certain cases, the use of masochism can be compared to an attempt at subjectification linked to a traumatic quest serving a need for differentiation with respect to the first objects of love. In other cases, when subjectification becomes fossilized around traumatophilia, the risk of melancholy is close
3

Boyle, Lauren Helena. "Negative Urgency, Pubertal Onset and the Longitudinal Prediction of Alcohol Consumption During the Transition from Preadolescence to Adolescence." UKnowledge, 2014. http://uknowledge.uky.edu/psychology_etds/50.

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Alcohol use in early adolescence is associated with numerous concurrent and future problems, including diagnosable alcohol use disorders. The trait of negative urgency, the tendency to act rashly when distressed, is an important predictor of alcohol-related dysfunction in youth and adults. The aim of this study was to test a model proposed by Cyders and Smith (2008) specifying a puberty-based developmental increase in negative urgency, which in turn predicts subsequent increases in early adolescent drinking. In a sample of 1,910 youth assessed semi- annually from spring of 5th grade through spring of 8th grade, we found support for this model. Pubertal onset was associated with both a mean increase and subsequent rises in negative urgency over time. Drinking frequency at any wave was predicted by prior wave assessments of drinking frequency, negative urgency, and pubertal onset. The slope of increase in drinking also increased as a function of pubertal onset. This model applied to negative urgency but not to other impulsivity-related traits. These findings highlight the importance of personality change in early adolescence as part of the risk matrix for early onset alcohol consumption.
4

Ortiz, Vanderhoof Samantha. "The Paradox of Corticosterone Treatment Ameliorating the Effects of Preadolescent Stress into Adulthood: Enhanced Maintenance of Long-Term Associative Memories." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1624536916105986.

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5

Willhelm, Alice Rodrigues. "Avaliação da impulsividade, controle inibitório e uso de álcool em pré-adolescentes e adolescentes." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/130498.

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As fases da pré-adolescência e adolescência são complexas porque englobam diversas mudanças nos indivíduos, se passa por rápido crescimento físico, alteração hormonal, mudanças no ambiente social e nas exigências. Estas fases são caracterizadas por comportamentos de risco por falta de controle inibitório, que está relacionado ao córtex pré- frontal, última área a se desenvolver do sistema nervoso. Há também a experimentação de álcool e drogas durante a adolescência e puberdade. Este trabalho realizou três estudos que abrangeram a temática do controle inibitório na pré-adolescência e adolescência. O primeiro foi uma revisão sistemática a respeito da avaliação do controle inibitório na adolescência e uso de neuroimagem. O segundo investigou a relação do consumo de álcool na adolescência com uso excessivo de bebidas alcóolicas dos pais. E o terceiro objetivou avaliar a impulsividade, controle inibitório e consumo de álcool em indivíduos de 10 a 16 anos. Os três artigos sugeriram um padrão de maior controle inibitório ao longo do desenvolvimento na fase da adolescência. Ainda foi possível observar que as bebidas alcóolicas têm sido consumidas cada vez mais precocemente e em maiores quantidades. Além disso, o consumo excessivo de álcool dos pais de adolescentes pode influenciar no consumo dos filhos nesta fase.
Stages of pre-adolescence and adolescence are complex because they involve several changes in individuals, they pass through a fast physical growth, hormonal changes, changes in the social environment and the requirements. These phases are characterized by risk behavior for lack of inhibitory control, which is related to the prefrontal cortex, the last area to develop the nervous system. There are also experimenting with alcohol and drugs during adolescence and puberty. This work conducted three studies which approached the inhibitory control in preadolescence and adolescence. The first was a systematic review regarding the inhibitory control assessment in adolescence and use of neuroimaging. The second investigated the relationship of alcohol consumption in adolescence with excessive use of alcohol from parents. And the third was aimed at evaluating impulsivity, inhibitory control and alcohol consumption in individuals 10-16 years. The three articles suggested a pattern of greater inhibitory control over development in adolescence. Although it was observed that the alcoholic beverages have been consumed ever earlier and in larger quantities. In addition, excessive alcohol consumption of parents of teenagers can influence the consumption of children at this stage.
6

Latsko, Maeson Shea. "Neuroendocrine and Gene Expression Changes Indicate Adult Phenotypic Responses to Periadolescent Social Stress." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1435757204.

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McKinney, Michelle Angela 1963. "Stand by me: preadolescent best friendships." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/558116.

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Goddard, Michael S. "A Drama-Based Group Intervention for Adolescents to Improve Mentalization." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1597409479861618.

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BUFFOLI, ALESSANDRO. "PREADOLESCENTI ITALIANI E DI ORIGINE STRANIERA: SOMIGLIANZE E DIFFERENZE NELLA SCELTA SCOLASTICA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2014. http://hdl.handle.net/10280/2462.

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Da alcuni anni a questa parte, la scuola italiana è chiamata sempre più ad affrontare l’accoglienza e la formazione di studenti stranieri. Per chi si occupa di orientamento la sfida è duplice. Da un lato si nota la tendenza a scegliere percorsi di studio più semplici e meno proiettati verso il prosieguo degli studi: il 40,4% degli studenti stranieri prediligere gli Istituti Professionali, contro il 19% degli italiani, e il 38,0% gli Istituti Tecnici, contro il 33,2% degli italiani. Nonstante ciò, vi è carenza di ricerche cross-culturali in merito all'orientamento con le minoranze culturali presenti in Italia. Questo studio ha l'obiettivo di fornire una migliore comprensione riguardo agli aspetti psiclogici che influenzano le scelte scolastiche tra gli studenti immigrati. In particolare, mira a comprendere come la cultura, ed una sua parte fondamentale quale è il significato attribuito alla realtà, moduli le scelte in materia di orientamento. Inoltre, sono state indagate le barriere percepite, gli interessi, la motivazione scolastica e gli atteggiamenti verso lo studio, oltre al ruolo svolto da specifiche sindromi culturali.
The Italian school system has been facing with the reception and the training of foreign studens for several years now. For those involved in vocational guidance, the challenge is twofold. On the one hand there is a tendency to choose courses of simplier study and less projected towards the continuation of their studies: 40.4% of students prefer the Professional Institutes, compared to 19% of Italians, and 38.0 % Technical Institutes, compared to 33.2% of Italians.In spite of this, there is a paucity of cross-cultural research on vocational guidance for cultural minorities in Italy. This study aims to provide a better understanging about which psychological aspects influence vocational choices in foreign students. In particular, how culture, and a foundamental part of that such as meaning, affects scholastic choices. Moreover, perceived barriers, interests, motivations, attitudes toward school and cultural syndroms were explored.
10

BUFFOLI, ALESSANDRO. "PREADOLESCENTI ITALIANI E DI ORIGINE STRANIERA: SOMIGLIANZE E DIFFERENZE NELLA SCELTA SCOLASTICA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2014. http://hdl.handle.net/10280/2462.

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Da alcuni anni a questa parte, la scuola italiana è chiamata sempre più ad affrontare l’accoglienza e la formazione di studenti stranieri. Per chi si occupa di orientamento la sfida è duplice. Da un lato si nota la tendenza a scegliere percorsi di studio più semplici e meno proiettati verso il prosieguo degli studi: il 40,4% degli studenti stranieri prediligere gli Istituti Professionali, contro il 19% degli italiani, e il 38,0% gli Istituti Tecnici, contro il 33,2% degli italiani. Nonstante ciò, vi è carenza di ricerche cross-culturali in merito all'orientamento con le minoranze culturali presenti in Italia. Questo studio ha l'obiettivo di fornire una migliore comprensione riguardo agli aspetti psiclogici che influenzano le scelte scolastiche tra gli studenti immigrati. In particolare, mira a comprendere come la cultura, ed una sua parte fondamentale quale è il significato attribuito alla realtà, moduli le scelte in materia di orientamento. Inoltre, sono state indagate le barriere percepite, gli interessi, la motivazione scolastica e gli atteggiamenti verso lo studio, oltre al ruolo svolto da specifiche sindromi culturali.
The Italian school system has been facing with the reception and the training of foreign studens for several years now. For those involved in vocational guidance, the challenge is twofold. On the one hand there is a tendency to choose courses of simplier study and less projected towards the continuation of their studies: 40.4% of students prefer the Professional Institutes, compared to 19% of Italians, and 38.0 % Technical Institutes, compared to 33.2% of Italians.In spite of this, there is a paucity of cross-cultural research on vocational guidance for cultural minorities in Italy. This study aims to provide a better understanging about which psychological aspects influence vocational choices in foreign students. In particular, how culture, and a foundamental part of that such as meaning, affects scholastic choices. Moreover, perceived barriers, interests, motivations, attitudes toward school and cultural syndroms were explored.
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Books on the topic "Preadolescence and adolescence":

1

G, Di Cioccio, ed. La preadolescenza in provincia dell'Aquila. L'Aquila: Amministrazione provinciale, 1989.

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Larson, Vicki Lord. Language disorders in older students: Preadolescents and adolescents. Eau Claire, WI: Thinking Publications, 1995.

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B, Pruitt David, and American Academy of Child and Adolescent Psychiatry, eds. Your adolescent: Emotional, behavioral, and cognitive development from birth through preadolescence. New York, NY: HarperCollins Publishers, 1999.

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Bottura, Natale, and Franco Azzali. Segni dell'apparire: Preadolescenti e adolescenti tra perdita e crescita. Milano: UNICOPLI, 2007.

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B, Pruitt David, and American Academy of Child and Adolescent Psychiatry, eds. Your child: Emotional, behavioral, and cognitive development from birth through preadolescence. New York, NY: HarperCollins Publishers, 1998.

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Copper-Royer, Béatrice. No, todavía no eres adolescente!: A los 8-12 años todavía son niños. Barcelona: De Vecchi, 2006.

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B, Pruitt David, and American Academy of Child and Adolescent Psychiatry., eds. Your child: What every parent needs to know about childhood development from birth to preadolescence. New York: HarperCollins, 1998.

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Fine, Gary Alan. With the boys: Little League baseball and preadolescent culture. Chicago: University of Chicago Press, 1987.

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Madaras, Lynda. Que pasa en mi cuerpo? El libro para muchachos: La guia de mayor venta sobre el desarrollo escrita para adolescentes y preadolescentes. Nueva York: Newmarket Press, 2011.

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Dietz, Laura J., Jennifer Silk, and Marlissa Amole. Depressive Disorders. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.19.

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Depressive disorders onset early in development. Depression during childhood and adolescence is associated with serious disruptions in emotional, social, and occupational functioning into adulthood and a high likelihood of recurrence. This chapter discusses clinical manifestations, prevalence, and course of depression presenting in early childhood (ages 3–6), middle childhood/preadolescence (ages 7–12), and adolescence (13–18). An overview is presented of standardized interviews and questionnaires for clinical assessment of depression in children and adolescents; the chapter summarizes research on empirically supported treatments for youth depression. Also included is a case study of a depressed adolescent with treatment plans formulated from both cognitive behavior therapy and interpersonal psychotherapy perspectives. Future directions for research on depressive disorders in youths are discussed, including neuroimaging research using ecologically valid stimuli, empirically supported interventions for younger children and preadolescents, and personalization of psychosocial treatment to youth’s profiles of risk and protective factors to increase effectiveness.
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Book chapters on the topic "Preadolescence and adolescence":

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Davis, W. R., and L. Erlenmeyer-Kimling. "Social Development of Children at High Risk for Depression: Preadolescence and Early Adolescence." In New Directions in Affective Disorders, 352–55. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3524-8_77.

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Lamari, Neuseli, and Peter Beighton. "Joint Hypermobility in Children, Preadolescents and Adolescents." In In Clinical Practice, 145–58. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-34914-0_11.

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Holmbeck, Grayson N., Wendy E. Shapera, and Jennifer S. Hommeyer. "Observed and perceived parenting behaviors and psychosocial adjustment in preadolescents with spina bifida." In Intrusive parenting: How psychological control affects children and adolescents., 191–234. Washington: American Psychological Association, 2002. http://dx.doi.org/10.1037/10422-007.

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Vuchinich, Samuel, Barbara Wood, and Joseph Angelelli. "Coalitions and family problem solving in the psychosocial treatment of preadolescents." In Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice., 497–518. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10196-019.

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Zumwalt, Mimi, and Brittany Dowling. "Prevention and Management of Common Musculoskeletal Injuries in Preadolescent and Adolescent Female Athletes." In The Active Female, 221–33. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8884-2_15.

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Datta, Sumona. "Gender and Home Environment: A Snapshot of Differences in Perception Among Preadolescents and Adolescents." In Gender Equality from a Modern Perspective, 201–22. New York: Apple Academic Press, 2023. http://dx.doi.org/10.1201/9781003377979-11.

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Gilmore, Karen J., and Pamela Meersand. "Preadolescence and Early Adolescence." In The Little Book of Child and Adolescent Development, 121–56. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199899227.003.0006.

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Brooks, Merrian J., Daniela Brissett, and Kenneth R. Ginsburg. "Positive Youth Development As an Anti-Racist Strategy." In Untangling the Thread of Racism. American Academy of PediatricsItasca, IL, 2023. http://dx.doi.org/10.1542/9781610027113-26.

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Adolescence, including preadolescence, is a time of profound opportunity when youth (aged 10–18 years) must have positive experiences that will shape them into contributing young adults. Yet too many people associate adolescence with problems or risk-taking behaviors. Positive youth development provides pediatric health professionals with guiding principles to create an environment where all youth can maximize adolescence to develop to their full potential. It supports all youth to develop into thriving natural explorers, a task as meaningful as when an infant learns to move or a toddler learns to communicate. Keywords: positive youth development, resilience, strength-based programming
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"FREQUENCY OF EXPOSURE TO EROTICA IN PREADOLESCENCE, ADOLESCENCE, AND ADULTHOOD." In Pornography and Sexual Deviance, 54–70. University of California Press, 2023. http://dx.doi.org/10.2307/jj.8085293.8.

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Dietz, Laura J. "Introduction to Preadolescent Depression." In Family-based Interpersonal Psychotherapy for Depressed Preadolescents, edited by Laura J. Dietz, 3–22. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190640033.003.0001.

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Chapter 1 of Family-based Interpersonal Psychotherapy for Depressed Preadolescents discusses preadolescent depression. Marked interpersonal impairment has been associated with depression in preadolescents and appears to be one of the mechanisms for recurrent depression in adolescence and adulthood. Depressed preadolescents experience frequent negative interactions and more distant relationships with parents, as well as more problematic and fewer close peer relationships. Preadolescent depression not only interferes with normative social development at a formative period but also results in residual impairments in interpersonal functioning, which may increase their risk for recurrent depression into adolescence and adulthood. Effective interventions for depression in the preadolescent period that target family and interpersonal risk factors may reduce risk for depression recurrence in adolescence.

Conference papers on the topic "Preadolescence and adolescence":

1

Abrar, Mohammad Nahian Ferdous, Hongmei Zhang, Wilfried Joachim Jurgen Karmaus, John Holloway, Hasan Arshad, and Yu Jiang. "Epigenetic features in newborns associated with preadolescence lung function and asthma acquisition during adolescence." In ERS International Congress 2023 abstracts. European Respiratory Society, 2023. http://dx.doi.org/10.1183/13993003.congress-2023.pa1950.

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CARAMAN, Vlad. "Teaching the elements of Bildungsroman. „La Medeleni” by Ionel Teodoreanu." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p11-14.

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The article proposes an analysis of the elements of Bildungsroman from Ionel Teodoreanu’s novel La Medeleni. The analysis is done in order to inform the students about the elements that make the novel a Bildungsroman. It is about certain circumstances and events that the characters (Danut, Olguta and Monica) go through, following which they evolve in terms of acquiring life experience. They educate themselves by becoming different, maturing, eventually. They are natural stages of childhood, preadolescence and adolescence. It is important to detect these moments because they are the basis of the development of the character as a personality.
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Tarasova, S. Yu. "Psychological Support For Adolescents And Preadolescents With Destructive Tendencies." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.80.

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JELESCU, Petru, Raisa JELESCU, and Dumitru JELESCU. "The basic laws of appearance and development statement and denial of the child in ontogenesis." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p16-22.

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The article performs the interdisciplinary analysis of affirmation and negation research, specifies the psychological aspect of their study, shows and demonstrates the basic laws of occurrence and development of affirmation and negation in children, preadolescents and adolescents in ontogenesis, psychological mechanisms of their functioning by applying different methods, tests, observations, techniques in life, activity, communication, behavior, conduct from birth to adulthood.
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Javorka, Michal, Barbora Czippelova, Zuzana Turianikova, Zuzana Lazarova, Ingrid Tonhajzerova, Kamil Javorka, and Mathias Baumert. "Causal coherence analysis of cardiovascular variables in obese preadolescents and adolescents." In 2015 37th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2015. http://dx.doi.org/10.1109/embc.2015.7318727.

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Plescan, Costel, Corina Ionela Banica (Pufu), Claudiu Coman, Elena-Loredana Plescan, and Mioara Dan. "SOCIAL ANXIETY AND DEPRESSION MANIFESTED BY PREADOLESCENTS AND ADOLESCENTS ISOLATED DURING THE PANDEMIC." In 8th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS Proceedings 2021. SGEM World Science, 2021. http://dx.doi.org/10.35603/sws.iscss.2021/s07.25.

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Petric, Evelin. "THE PREVALENCE OF EXTERNALIZING AND INTERNALIZING BEHAVIOR PROBLEMS AMONG PREADOLESCENTS AND ADOLESCENTS IN TRANSYLVANIA." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/32/s11.052.

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Ivanović, Miroljub, and Uglješa Ivanović. "Dimensions of personality and the quality of peer relationships between cadet football players: Determinants of self-esteem." In Antropološki i teoantropološki pogled na fizičke aktivnosti (10). University of Priština – Faculty of Sport and Physical Education in Leposavić, 2024. http://dx.doi.org/10.5937/atavpa24004i.

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The aim of this cross-sectional study was to examine personality traits and the variables of peer context in predicting self-esteem of cadet football players. The research was conducted on the pertinent sample of 136 preadolescents from three football clubs from Valjevo (M = 13.56 godina; SD = 1.14). The following measuring instruments were used: the Big Five Questionnaire for Children (BFQ), The Inventory of Peer Attachment-Revised (IPA-R), and the Rosenberg Self-Esteem Scale (RSES), which all showed high internal consistency with the Cronbach's Alpha coefficients. Descriptive statistics, the Pearson correlation coefficient, and multiple regression analysis were used for data processing, while the value of p ≤ .01 is defined as statistically significant. The results of the hierarchical regression analysis revealed that the applied group of predictor variables predicts 53% of the total variance of self-esteem. The obtained findings also suggest that out of all the personality traits, emotional instability and energy are statistically relevant independent predictors of self-esteem, while the quality of peer attachment is the most statistically significant variable of peer context. The obtained findings confirmed the reliability of the measuring instruments used in the research, and that the same can be used for future researches conducted of athletes in the period of early adolescence.
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Sushmitha, M. "658 Comparison of the clinical profile of acute severe asthma among preadolescent and adolescent children admitted to a tertiary center." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference, Glasgow, 23–25 May 2023. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2023. http://dx.doi.org/10.1136/archdischild-2023-rcpch.287.

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Marhan, Ana maria, and Camelia Popa. "GETTING TO KNOW YOUR STUDENTS WITH FACEBOOK." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-034.

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Thousands of preadolescents and adolescents are using social networking sites, and especially Facebook, on a daily basis. Given the public nature of most user profiles, as well as of the many social connections established online by young students and adolescents, it becomes obvious that integrating the richness of information provided by these websites into the pedagogical and counseling practice is currently a must. This paper intend to look at how the public "walls" of Facebook allow parents, teachers or counselors to develop further awareness on the evolution of a particular students or a group of students. Facebook's rich information allows a better understanding of students thinking and behaviors, since specific attitudes are openly expressed in their own words, or rather with "likes", or "dislikes" kind of labeling, while their interests and concerns became apparent by by analyzing the content they disseminate. Facebook virtual "walls" also provide further information on student skills (technical, artistic), or personality characteristics (sociability, narcissism, extraversion, openness to experience, lack of taboos, agreability), or creativity (as demonstrated by the original web contend they generate). Their involvement in volunteering activities (social activism), or their skills in developing relationships with peers (that one can appreciate by the size of their personal social networks) and their strategies in exchanging information (i.e., sharing photos with friends) provides also important data that may support the educational work. Representations of youth identity, in the post-modern sense of identity construction, can be assessed based on the self-presentations available on Facebook, by observing the types of photographs made public, or the frequency of profile information updates. Nevertheless, protecting the integrity of students' personal and social spaces, disregarding they are real or virtual, denouncing any "invasion" of unwanted or dangerous friends, establishing rules of ethics in teacher-student communication, and detection of particular problems in youth life (depression, anxiety, irritability or other kind of adolescentin “emergencies”) are important lines of action for the education counselor. Moreover, the concept of "pedagogical web" shows that the special relationship that teens and adolescents have with new media can be further capitalize on in the educational and/or counseling process in order to support a harmonious development of students personality.

Reports on the topic "Preadolescence and adolescence":

1

Näslund-Hadley, Emma, and Humberto Santos. Open configuration options Skills Development of Indigenous Children, Youth, and Adults in Latin America and the Caribbean. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0003954.

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To promote access to skills development among indigenous populations, education planners require knowledge both about the regions challenges and about policies that hold promise. In this study, we map the state of skill development of indigenous children, youth and adults throughout Latin America and the Caribbean (LAC). Based on LAC census data and tests administered at the regional and national levels, as well as prior studies, we identify the main challenges to skills development among LACs indigenous peoples at the five life stagesinfancy/early childhood, childhood and preadolescence, adolescence, young adulthood, and adulthood. We also summarize evidence-based policies and programs that address access and achievement gaps between indigenous and nonindigenous children, youth, and adultsgaps that affect the development of lifelong skills and participation in the labor market. Based on the analysis, we highlight lessons learned and recommend lines of action.
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Desarrollo de habilidades en América Latina y el Caribe: Desafíos y estrategias. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003316.

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Esta publicación recoge los mensajes principales del Documento Marco Sectorial de Desarrollo de Habilidades, que tiene como objetivo orientar el trabajo que realiza el Grupo BID junto con los países de América Latina y el Caribe (ALC) en este ámbito. Las habilidades se desarrollan en diferentes grados de intensidad y en diferentes lugares en cada fase del ciclo de vida. Este documento presenta cinco desafíos para el desarrollo de habilidades en cinco etapas clave de la vida: la infancia, la niñez y la preadolescencia, la adolescencia, la juventud y la edad adulta, y ofrece orientación sobre los esfuerzos del Grupo BID para ayudar a los países de ALC a promover el desarrollo de habilidades y el aprendizaje permanente como una estrategia para asegurar que los ciudadanos puedan contribuir productivamente a la sociedad, mejorar su bienestar y ser buenos ciudadanos. Propone cinco líneas de acción: (i) asegurar que las personas tengan acceso equitativo a oportunidades de aprendizaje relevantes y de alta calidad a lo largo de la vida; (ii) fortalecer los mecanismos de aseguramiento de la calidad y pertinencia; (iii) consolidar y desarrollar mejores mecanismos de financiamiento y cofinanciamiento para mejorar la eficiencia, efectividad y cobertura de las oportunidades de desarrollo de habilidades; (iv) aprovechar el uso de la tecnología para aumentar la equidad y el acceso a las oportunidades de desarrollo de habilidades y mejorar la eficiencia de los sistemas de desarrollo de habilidades; y (v) promover activamente la generación y uso de evidencia para informar las decisiones sobre el desarrollo de habilidades.

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