Week 14 · Readings & resources

Week 14 — Readings & Resources

Child Development Free sample edition

Your primary reading is Chapter 14 (in this module). Everything below is the optional, go-deeper layer — pick what helps, skip the rest.

How to use this page

This page has 11 items (5 readings and 6 videos). Allow 66–78 minutes for everything. Each group points back to the matching chapter section and class-session segment, so use the full menu when you want more, or take the quick path below.

Every video here has captions: turn them on with the CC button in the player. The chapter covers the same ideas in text.

Pick-one quick path (18–20 min total)

① Who am I? Erikson's crisis and Marcia's grid

Chapter 14, Section “Build Marcia's grid: exploration and commitment” · Session 1, Segment 2, “Exploration and commitment” · Remember: foreclosure and achievement share commitment and differ only on exploration, and moratorium is active exploration.

Adolescence: Crash Course Psychology #20 — CrashCourse — a fast, funny explainer that opens on a classic teen movie's detention room to show the pull between standing out and belonging, then names Erikson's stage 5, identity vs. role confusion, with teens trying on roles from punk rock to hockey to theater. Watch to about 3:40, through the adolescence stage; the rest covers the adult stages and aging, which this course names only in words. Use it while completing the Week-14 module overview. (video, 10 min) (captions: creator)
James Marcia's Adolescent Identity Development — Kim E — a whiteboard talk that draws Marcia's four statuses as a two-by-two grid, with "crisis" (active exploration) across the top and commitment down the side, and walks a high school senior choosing a path through each cell. Watch it as a check: it gives diffusion and foreclosure frowny faces and calls achievement the ideal, while the chapter keys no status as better for every teen and notes that foreclosure can be a respected family path. (video, 7 min) (captions: creator)
Adolescent Development Explained: Emotional Development — Office of Population Affairs — a federal health office's plain-language guide to emotional growth in the teen years. Read the "Identity formation" part, which describes teens trying out different ideas, friends, and activities as a normal, ongoing process, and the "Self-esteem" part beside it. (reading, 6–8 min)

② Belonging: culture, family, and the arguments that pass

Chapter 14, Section “Keep the bond: parents and adolescents” · Session 2, Segment 6, “Parents and adolescents” · Remember: parent–teen conflict often rises in early adolescence and declines later, while closeness usually continues.

Cultural Identity: What’s it got to do with mental health? — headspaceAustralia — a short animated video from a national youth mental-health foundation that describes cultural identity as one changing part of who a young person is, built from beliefs, values, and background, and notes that a teen growing up between cultures may feel proud, feel different, or feel less connected for a while, and that each of these is okay. It closes with Australian youth support services; in this course, support means a trusted adult, a school counselor, a coach or youth worker, or a health professional, and the video's suggestions are its own, not guidance this course pins. (video, 4 min) (captions: automatic)
Parenting SA: Managing conflict with teenagers — Parenting SA — a government parenting program's short video in which a psychologist explains why conflict between parents and teens is normal, lists everyday flashpoints such as chores, homework, and what teens are allowed to do, and stresses building a positive relationship before setting rules. Its tips are the video's own suggestions for families, not guidance this course pins. (video, 5 min) (captions: creator)
Adolescent Development Explained: Social Development — Office of Population Affairs — the same federal guide's page on teens' widening social world. Read the parts on families, which says adolescents still rely on families for support and for help forming their identities, and on peer pressure, which it describes as having both harmful and helpful sides. Stop here before the wider contexts of family, culture, and poverty; next week takes those up. (reading, 6–8 min)

③ Friends, risks, and the teen brain

Chapter 14, Section “Watch the group: peers, peer influence, and risk-taking” · Session 2, Segment 7, “Peers, influence, and risk” · Remember: peer influence can be positive or negative, and the brain model has limits and is never an excuse.

Teens and Risk Taking — The National Academies of Sciences, Engineering, and Medicine — a two-minute animated video that asks what you picture when you hear "teens and risk-taking", then argues that growing up is a series of risks, from first steps to asking someone out, and separates healthy risks that help teens grow from unhealthy ones to avoid. Listen for its list of what supportive adults do, starting with listening. (video, 2 min) (captions: creator)
The Teen Brain: 7 Things to Know — National Institute of Mental Health — a short federal fact sheet on brain development in adolescence. This builds on Week 13's brain model of earlier reward sensitivity and later prefrontal maturation. Read the second point, on how social brain changes can make teens focus on friends and take more risks, including positive ones such as joining a club. (reading, 5–7 min)

④ Screens and well-being: an open question

Chapter 14, Section “Name digital media and well-being as active research” · Session 2, Segment 8, “Digital media and well-being” · Remember: the size and direction of media effects are still being studied, and a correlation does not show a cause.

Social Media and Youth Mental Health: Why the AAP is talking about this differently — American Academy of Pediatrics — two pediatricians from the American Academy of Pediatrics' center on social media and youth mental health talk about moving away from fear-based framing toward a teen-centered, strengths-based approach. Listen for their comparison of learning social media to learning to drive or swim, with more guidance at first and more independence over time. (video, 5 min) (captions: automatic)
Teens, Social Media and Mental Health — Pew Research Center — a survey report on how U.S. teens and their parents see social media's effects. Read the section on how teens see social media's impact on mental health, friendships, and sleep, where far more teens see harm for people their age than for themselves and many say it helps them feel connected to friends. It reports what teens say, not what causes what, and its figures are the survey's own. (reading, 10–14 min)

Optional one-stop reference (free online reference)

Social Media & Your Child's Mental Health: What the Research Says — HealthyChildren.org — the American Academy of Pediatrics' family-facing summary of the research; read "The good & the bad of social media" and the question on whether more social media use can lead to depression, which explains why the evidence on cause is mixed. Its tips for families are the AAP's suggestions, not advice for one family. (reading, 6–8 min)

Heads-up (links rot): these point to outside sites that occasionally move or rename pages. If a link ever fails, tell your instructor and use the reference above in the meantime.

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