Adolescence: A Window of Opportunity for Positive Change in Mental Health
Bibliographic record
Abstract
Adolescence is a period of development characterized by risk-taking, sensation-seeking, emotionally-influenced and independence-seeking behaviours. There is a move away from family and towards the social influences of peer groups. Emotionally-driven behaviours may override adolescents’ higher cognitive functioning during this time. Especially vulnerable are youth who have been the victim of high-impact trauma or chronic abuse and neglect. Specifically, the posttraumatic stress symptomatology that is often associated with experiences of abuse and neglect may impair the ability of youth to cope during this developmental period. This is where intervention by community workers may be used to support teens with a history of maltreatment, as they develop from children to adolescents and, finally, to adults. Part of such intervention includes violence prevention in families and in teen dating relationships, as well as directly addressing posttraumatic stress disorder symptomatology. This critical developmental period of adolescence presents community workers with an opportunity to intervene and guide the development of these youth, building upon resiliency factors, such as areas of individual mastery and empowerment and participation within the community. Aboriginal youth with a history of maltreatment present a special case for community workers. These youth have been subjected to intense acculturation pressures that do not exist for other adolescent populations, which create unique problems during their transition to adulthood. In order to intervene in the most effective manner, it is necessary to understand the psychological and physiological developmental processes that are unfolding in the adolescent brain. We discuss adolescent development in general and among Aboriginal adolescents, in particular. We present ways to support both groups through these challenging periods that are empirically-based and supported by research.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.000 | 0.005 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".