Study Design The current study used a phenomenological qualitative design to investigate leadership competencies and mentoring needs of physical and occupational therapy leaders. Keywords: brain, adolescent, judges, child welfare, ethnic minority youth, juvenile justice reform Not yet answered is what are the effects on ethnic minority young adults (mid -20’s), who have social,Įconomic, academic, and/or educational deprivation? This chapter will explore these issues. Operations stage, i.e., abstract thinking, logical thinking, decision-making, and long-term planning.įormal operations is now acknowledged to be achieved during a young adult’s mid-20’s years of age. Mature cognitive processing is more appropriately characterized by the “Jean Piagetian” formal Alabama) have affirmed the historicalĬhronological age of ‘majority’ being 18 years old, is inconsistent with what it means to be an adult. Several United States Supreme Court decisions (Roper Quantitative and qualitative adaptive learning. Years, similar to the brain growth spurt in early childhood – both precursors of preparation for Neuroscience has documented the substantive growth of frontal lobe gray matter during the adolescent JD, PhD, Adjunct Professor Psychology Department, Southern Methodist UniversityĪnd President-Nestor Consultants, Inc., Dallas, Texas, USA WELFARE REFORM, AND EDUCATION REMEDIATION This chapter includes instructions for a conscious mental process called self-leadership, which effective leaders routinely employ and through which we each can learn to positively influence our internal dialogues so that we, too, can build on our innate abilities and develop specific self-confidences to do what we choose.ĪDOLESCENT FRONTAL LOBE BRAIN DEVELOPMENT:ĪND ECONOMIC DEPRIVATION AND IMPLICATIONSįOR JUVENILE COURT CASE DISPOSITION, CHILD High levels of both types are essential for effective leadership and enable the leader to influence his collaborators, or followers, to build task-specific self-confidences that can strengthen their job performance. While both types of self-confidence profoundly affect our thoughts, emotions, and behavior, our levels of general self-confidence are important primarily in new and unusual circumstances while our specific self-confidence is pertinent to our everyday performance. We develop both types of self-confidence through automatic, mostly unconscious, internal dialogues whereby we make judgments about ourselves based on our experiences and others’ feedback. Self-confidence has two aspects: general self-confidence, which is a stable personality trait that develops in early childhood, and specific self-confidence, which is a changing mental and emotional state associated with the specific task or situation at-hand.
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