Resources

Glossary

• Emotional resilience - is the ability of an individual young person to adjust or adapt in the face of adversity

• Gender identity - a perception of oneself as relatively masculine of feminine in characteristics.

• Gender non-conforming - a person who does not follow societal expectations about how they should act according to gender roles.

• Gender roles - The reflection of gender stereotypes in everyday behaviour.

• LGBTQ - people who are lesbian, gay, bisexual, transgender or questioning (not yet sure of sexual attraction, gender or sexual orientation identity).

• Peer group - a collection of peers who generate values and standards for behaviour.

• Self concept - attributes, abilities and values that an individual believes defines who they are.

• Self esteem - an aspect of self concept that involves judgements about own worth as a person and the feelings that go along with these judgements.

• Sexual Orientation - this describes a person's enduring physical, romantic, and/or emotional attraction to another person (e.g straight, gay, bisexual, lesbian).

• Social Anxiety - this is a a persistent and overwhelming fear of social situations. It's one of the most common anxiety disorders.

• Theory of mind - an understanding of people as mental beings which children revise and they come across new evidence.

• Transgender - having a gender identity that does not match the sex assigned to you at birth. Transgender people have a sexual orientation.

• Transexual - A person who has undergone surgical or hormonal procedures to change their physical appearance to match their gender identity.

Books

Arnett, J. J. (2010) Adolescence and emerging adulthood: A cultural approach (4th edition). Upper Saddle River, NJ: Pearson-Prentice Hall.
Boyd,D., and Bee, H. (2006). Lifespan Development [4th Ed]. London: Pearson Education, Inc.

Journals

Choudhury,S., Charman, T., & Blakemore, S-J. (2008). Development of the teenage brain. Mind, Brain & Education 2(3), 142-147.‎ Department for Education. Youth cohort study and longitudinal study of young people in England: the activities and experiences of 19 year olds: 2010. Sheffield: DfE, 2011
Erikson E H. Identity and the life cycle. Vol. 1. WW Norton & Company, 1980.
Steinberg, L The influence of neuroscience on US Supreme Court decisions about adolescents’ criminal culpability Neuroscience14,513–518 (2013)
Viner , R., Christie, D. (2005) Adolescent development : ABC of adolescence , BMJ, 330, pp. 301-304
Worthy, A (2005) Promoting emotional and social development, Spotlight 6, p1-4 (Children’s National Bureau magazine)

Emotional and social development from 11 to 16 years old - Print summary

Friendships and the relationships with peers become more important in the lives of most young people during this age. Advances in technology have increased the circle of relationships, but this continuous interaction can bring advantages and disadvantages. This is the time when they have to cope with increased pressure from their peer group and from the expectations of wider society.

Adolescence can be a confusing time for a young person when they are thinking about who they really are and what they want to achieve in life. Erikson saw adolescence as a time of conflict between identity versus role confusion, where questions such as ‘Who am I’ and ‘What am I doing here’ are common.

Emotional reactivity is increased with intense negative emotions as well as more positive emotions. So, adolescents can be more sad, angry, anxious, and more euphoric than they have been or will be again. There are many threats to emotional well-being and self-esteem.

Gender identity and sexual orientation becomes more significant and may be thought about, discussed and disclosed. It can be a source of anxiety and confusion. Sexual exploration may increase. There is an increased emphasis on appearance and sexual attractiveness, alongside the increased importance of chosen relationships over family relationships.

Learning outcomes

By completing this resource you will be able to:

• Describe the social development of children aged between 11-16 years, including the importance friendship groups and gender identity.
• Discuss the emotional development of children aged between 11-16 years, including importance of self-esteem, emotional wellbeing and risk factors to these.

Please type any additional notes and comments you have on this resource in the field below: Print

Learning outcomes

By completing this resource you will be able to:

• Describe the social development of children aged between 11-16 years, including the importance friendship groups and gender identity.
• Discuss the emotional development of children aged between 11-16 years, including importance of self-esteem, emotional wellbeing and risk factors to these.

This resource was developed by:

Name: Mary Y Brown

Role in Project: Content Author

Qualifications: MMSci Ed, PGCertPT, BSc (Hons), RNCB, RNT.

Previous experience: Mary is an Assistant Professor with the School of Health Sciences teaching communication skills, innovation and recognising culture and diversity through experiential learning. She is a Registered Nurse Child Branch with a specialty in Paediatric Oncology and supporting children with complex needs and their families.

Name: Louise Clarke

Role in Project: Content Author

Qualifications: PGCHE, BSc (Hons) Psychology and Sociology, Diploma in Nursing, RN Child, FHEA.

Previous experience: Louise's clinical career involved a variety of medical and surgical settings and a specialisation in paediatric plastics and cleft lip and palate care. She is currently employed as a Child Health Lecturer at the University of Nottingham involved in teaching communication, interpersonal and leadership skills alongside facilitating the development of clinical practical skills in undergraduate children's nurses.

Name: Carol Hall

Role in Project: Content Author

Qualifications: PhD, RSCN, RGN, RNT, PFHEA.

Previous experience: Carol is an experienced nurse teacher and children's nurse, who worked across a range of children's acute healthcare settings before becoming a ward manager on a teenage care ward for young people with both physical and mental health concerns. Carol is currently an Associate Professor and Director of Undergraduate Education within the School of Health Sciences at the University of Nottingham.

Name: Liz Hilton

Role in Project: Technical Developer

Qualifications: BA (Hons) Graphic Design, BSc (Hons) Biology,

Previous experience: Liz has a wide background in design and E-learning in a wide range of sectors, including industry, the NHS and academic.

Name: Laura Holliday

Role in Project: Content Author

Qualifications: MNursSci, RN Child.

Previous experience: Laura's clinical experience includes children's cardiology, medicine and respiratory. She has previously led a hospital wide preceptorship programme, working within a practice development team. She is currently employed as a Teaching Associate in Child Health at the University of Nottingham.

Name: Lydia Jones

Role in Project: Technical Support and audio manager

Qualifications: BA (Hons) Media Production.

Previous experience: Lydia has worked in the HELM team at the University of Nottingham for 7 years and is currently the e-learning and project development officer. She has many years' experience in project management and audio and video production.

Name: Gill Langmack

Role in Project: Lead Content Author

Qualifications: MSc, PGCHE, BSc (Hons) Nursing, RSCN, RGN, FHEA.

Previous experience: As an experienced Children's Nurse and educator, Gill has extensive experience of nursing children and their families in both acute and critical care areas. Gill is currently lecturing as an Assistant Professor within the University of Nottingham, School of Health Sciences.

Name: Helen Laverty

Role in Project: Principal Content Reviewer

Qualifications: MSc. (Human Development), Cert Ed (FE), RNLD, SFHEA

Previous experience: Helen is an Assistant Professor with the School of Health Sciences & Professional Lead for learning Disability Nursing. Her teaching specialities relate to the concept of ordinariness, human development, and person centred philosophies. She has extensive experience in the development of RLOs. She is a Registered Nurse Learning Disabilities specialising in promoting an ordinary life for children and young people and leadership.

Name: Andrew Lee

Role in Project: Technical Developer

Qualifications: BSc (Hons) Economics.

Previous experience: Andrew has 5 years web development experience working with small businesses, consultancy and app. creation. Twelve years game design experience as senior designer and design lead with oversight of design scripting, level design, scheduling and game mechanics.

Name: Liz Maslen

Role in Project: Project Lead (NCC)

Qualifications: BSc (Hons) Psychology, CMI PGDip.

Previous experience: Liz currently works as the Children's Workforce Development Manager at Nottinghamshire County Council. She has 17 years' experience within the childcare sector, and during this time has worked within voluntary, statutory and private organisations. She has also been involved with the management and delivery of regional and national training programmes aimed at multi-agency frontline practitioners and parent groups.

Name: Roz McCormick

Role in Project: Content Initiator

Qualifications: BA (Hons)

Previous experience: Roz is a qualified probation officer. She has worked in education, criminal justice and training since 1995, and has initiated, developed and delivered a variety of developmental projects with the intention of enabling professionals to work in partnership with service users. She initiated contact with University of Nottingham in pursuit of a rock solid knowledge base upon which to create a robust child development learning platform.

Name: Sally Melling

Role in Project: Content Author

Qualifications: EdD, MPhil, BA (Hons) Nursing, RN (Adult), RN Child, RNT

Previous experience: Sally is an Associate Professor at the University of Nottingham. She has over 30 years' experience as a children's nurse and educator. She is currently the Professional Lead for children's nursing.

Name: Elisabeth O'Brien

Role in Project: Lead Content Author

Qualifications: MEd, PGCHE, BSc (Hons), RGN, RHV, Obs Cert, FHEA.

Previous experience: Elisabeth worked in neonatal intensive care and a Bone Marrow Transplant unit . After working as Health Visitor in the U.K and abroad she joined the Child Health Team at the University of Nottingham.

Name: Cherry Poussa

Role in Project: Technical team manager

Qualifications: MSc, BSc.

Previous experience: Cherry is Head of Digital Learning Support Services in the School of Health Sciences, University of Nottingham with responsibility for IT systems, e-learning and online services and managing the integration of technical platforms to support the processes within these areas. She plays a key part in implementing the HELM strategy and supporting the technical and budgetary aspects of e-learning and digital media research projects.

Name: Mike Taylor

Role in Project: Technical Lead

Qualifications: MSc in Information Technology, PGC in Multi-Media design, BA (Hons) Media and cultural studies.

Previous experience: Mike has worked as a learning technologist for over 10 years at the University of Nottingham. He is currently the Project Development Lead for the HELM team and is working on the development of reusable learning objects (RLOs) both for the school of health sciences and for external projects.

Name: Richard Warr

Role in Project: Technical Implementer

Qualifications: MCIPD.

Previous experience: Originally an Optician, Richard moved into training, initially clinical support and then as a professional examiner. Over the next 25 years he became CIPD qualified and a member of the British Psychological Society. He has supported learners in: personal development, leadership and management, psychometric profiling, customer service and bespoke systems training amongst others. Over the last 4 years Richard has focussed on eLearning design and learning systems management within Nottinghamshire County Council.

Name: Richard Windle

Role in Project: Project Lead and Instructional Designer

Qualifications: PhD, PGCAP, BSc (Hon), PFHEA

Previous experience: Richard is an Associate Professor at the University of Nottingham. He is currently co-academic lead for the HELM team. As well as leading online curriculum development, his research and development interests include open multimedia learning content pedagogy and reuse, stakeholder involvement in content development and student generated content.

With thanks to the following who reviewed the content of the resources:

University of Nottingham Nursing students (Child field):

Ryan Clarke, Clare Cribdon, Aoife Fehilly, Rosanna Jones, Ruth Jones, Kelly Parker, Simone Portman and Molly Wright

University of Nottingham Lecturers in Health Sciences:

Paula Dawson, Damion McCormick, Alexandra Lewandowska-Smith and Heather Wharrad

Nottingham County Council Family Workers:

Helen Bingley, Susan Bird, Debbie Jesson, Meena Sharma, Dina Vitelli and Sharon Warman

With Thanks to:

The young people their families and colleagues who have provided audio and visual resources.

James Henderson, Thomas Stackpoole and Stathis Konstantinidis who provided additional audio narration for these resources.

Kirstie Coolin, Simon Riley and Nicholas Whiting for additional technical support.

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