Reducing the Risk Plus (RTR+) is an intervention for reducing sexual risk-taking in adolescents by Valerie Reyna and was rated as a best-evidence HIV behavioral intervention by the CDC. Best-evidence interventions are HIV behavioral interventions that have been rigorously evaluated and have been shown to have significant and positive evidence of efficacy (i.e., eliminate or reduce sex- or drug-risk behaviors, reduce the rate of new HIV/STD infections, or increase HIV-protective behaviors). These interventions are considered to be scientifically rigorous and provide the strongest evidence of efficacy. These interventions meet the PRS efficacy criteria for best evidence ILIs/GLIs/CPLs or efficacy criteria for best evidence CLIs.
Junior and senior high school students from Ithaca Youth Bureau’s College Discovery Program visited the Department of Human Development to learn about college, research, and concussions from members of Dr. Valerie Reyna's Laboratory for Rational Decision Making (LRDM).
The middle schoolers attended a concussion and the brain workshop on July 17th at the LRDM lab in Martha Van Rensselaer Hall led by David Garavito (JD/PhD) and Joseph DeTello '18. The group participated in a research project on concussions and decision-making and then took part in an interactive program about concussions. Students shook eggs to demonstrate how you don’t need to crack a shell (their skulls) to damage a yoke (their brains). Then they compressed and stretched gelatin brains to see how diffuse damage to neural fibers (axons) in the brain can occur after the impact of a concussion.
Allison Franz '18 got the group moving with a game of “blob tag". In this game, a group of students form a “blob” and try to tag other students without letting go of each others’ hands. The tagged students then became part of the blob. As the blob grew and people pulled in different directions, the blob would break apart and lose the tagged players. This is similar to what occurs when there is a blow to the skull and the skull comes to a fast stop - the brain moves in different directions and the neural fibers break resulting in diffuse damage to the neuronal axons.
The high school students attended the second brain and concussion workshop in the LRDM lab on August 16th. They participated in the concussion and decision-making project followed by a hands-on demonstration of concussion risks even when wearing helmets. The students loved creating their own "helmets” to protect eggs which were dropped from a great height. They learned that not only did they need to protect the egg from hitting the ground, they also needed to slow the momentum of the egg. This is a very important lesson to learn, as there is often a false sense of security when wearing a helmet in sports like football. Although the skull may be protected by a helmet, an abrupt momentum shift causes the brain to keep moving, resulting in the brain hitting the skull and a concussion.
The group also visited the HD EEG and Psychophysiology (HEP) Laboratory. James Jones-Rounds, HEP manager, the lab equipment used for gathering data about electrical activity of the brain, electrical characteristics of the skin, and measurement of eye activity. Many of the students volunteered to be in the demonstration - one student even tried on the mobile EEG headset and managed to move a box on a computer screen using her mind!
We gratefully acknowledge Engaged Cornell for funding the Engaged Risky Decision Making project which supports our research and outreach with adolescents on the risks of sports-related concussions.
|Online course brings self-injury to the surface Janis Whitlock, Ph.D. ’03, director of the Cornell Research Program on Self-Injury and Recovery (CRPSIR) and a research scientist in the Bronfenbrenner Center for Translational Research, hopes to spotlight the issue by launching a set of web-based education and training courses.|
|Early puberty in girls raises the risk of depression Perri Klass interviewed Jane Mendle in her NY Times' column, The Checkup, about Mendle's research with girls who begin puberty earlier than their peers. Read here about her findings and the risks these girls face in adolescence.|
|Learning to reduce risky behaviors leads to STEM careers The Laboratory for Rational Decision Making, led by Dr. Valerie Reyna in Human Development, welcomed 24 high school students from 18 different counties in New York State as part of the 4-H Career Explorations Conference.|
|Gerontological Society selects experts on aging as fellows Professors Corinna Loeckenhoff and Elaine Wethington of human development, were two of 94 professionals named on May 31 to the society, which is the largest of its kind seeking to understand aging in the United States.|
Students in the News
|HD graduate student in the news: Sarah R. Moore Sarah R. Moore, Ph.D. student of Dr. Richard A. Depue, was awarded the Early Career Outstanding Paper Award in Developmental Psychology. Read her summary of research on how people differ in their interaction with their environment.|
|Marcos Moreno '17 is named a 2016 Udall scholar The Udall Scholarship supports undergraduates with excellent academic records and who show potential for careers in environmental public policy, health care and tribal public policy. Moreno is a human development major concentrating in neuroscience in the College of Human Ecology.|
|Summer Scholar Spotlight: Deborah Seok ‘17 In faculty research labs, in communities across the state, and at jobs and internships around the globe, Human Ecology undergrads are making a powerful impact this summer as they apply their knowledge and skills in real-world settings.|
Articles on the Web
|How can current research inform the development of new methods to assess intelligence? Read the fifth post from the six-part series, "Researching Human Intelligence" on fifteeneightyfour, the blog of Cambridge University Press, with Robert Sternberg, professor of human development.|
When girls come in for their physical exams, one of the questions I routinely ask is “Do you get
your period?” I try to ask before I expect the answer to be yes, so that if a girl doesn’t seem to know about the changes of puberty that lie ahead, I can encourage her to talk about them with her mother, and offer to help answer questions. And I often point out that even those who have not yet embarked on puberty themselves are likely to have classmates who are going through these changes, so, again, it’s important to let kids know that their questions are welcome, and will be answered accurately.
But like everybody else who deals with girls, I’m aware that this means bringing up the topic when girls are pretty young. Puberty is now coming earlier for many girls, with bodies changing in the third and fourth grade, and there is a complicated discussion about the reasons, from obesity and family stress to chemicals in the environment that may disrupt the normal effects of hormones. I’m not going to try to delineate that discussion here — though it’s an important one — because I want to concentrate on the effect, rather than the cause, of reaching puberty early.
A large study published in May in the journal Pediatrics looked at a group of 8,327 children born in Hong Kong in April and May of 1997, for whom a great deal of health data has been collected. The researchers had access to the children’s health records, showing how their doctors had documented their physical maturity, according to what are known as the Tanner stages, for the standardized pediatric index of sexual maturation.
Before children enter puberty, we call it Tanner I; for girls, Tanner II is the beginning of breast development, while for boys, it’s the enlargement of the scrotum and testes and the reddening and changing of the scrotum skin. Boys and girls then progress through the intermediate changes to stage V, full physical maturity.
In this study, the researchers looked at the relationship between the age at which children moved from Tanner I to Tanner II — that is, the age at which the physical beginnings of puberty were noticed — and the likelihood of depression in those children when they were 12 to 15 years old, as detected on a screening questionnaire.
“What we found was the girls who had earlier breast development had a higher risk of depressive symptoms, or more depressive symptoms,” said Dr. C. Mary Schooling, an epidemiologist who is a professor at the City University of New York School of Public Health, and was the senior author on the study. “We didn’t see the same thing for boys.” Earlier onset of breast development in girls was associated with a higher risk of depression in early adolescence even after controlling for many other factors, including socioeconomic status, weight or parents’ marital status.
Other studies, including in the United States, have shown this same pattern, with girls who begin developing earlier than their peers vulnerable to depression in adolescence. Some studies have found this in boys, though it’s not as clear. But there is concern that girls whose development starts earlier than their peers are at risk in a number of ways, and across different cultural backgrounds.
“Early puberty is a challenge and a stress, and it’s associated with more than depression,” said Dr. Jane Mendle, a clinical psychologist in the department of human development at Cornell University. She named anxiety, disordered eating and self-injury as some of the risks for girls. In her studies of puberty, she has found associations between early development and depression in both genders in New York children. In boys, the tempo of puberty was significant, as well as the timing; boys who moved more rapidly from one Tanner stage to the next were at higher risk and the increased depression risk seemed to be related to changes in their peer relationships.
Before puberty, Dr. Mendle said, depression occurs at roughly the same rate in both sexes, but by the midpoint of puberty, girls are two and a half times more likely to be depressed than boys.
Some of these children may already be at risk; Dr. Mendle said that early puberty is more common in children who have grown up in circumstances of adversity, in poverty, in the foster care system. But some of it is heredity and some of it is body type and some of it, probably, is chance.
Researchers have wondered about hormonal associations with depression; Dr. Schooling pointed out that their study found that depression was associated with early breast development, controlled by estrogens, but not with early pubic hair development, controlled by androgens. “There is no physical factor that we know about that would explain this; estrogen has been eliminated as a driver of depression in earlier research,” she said in an email. “We probably need to explore social factors to seek an explanation.” They also plan to follow up with their study population at age 17.
The biological transition of puberty, of course, occurs in a social and cultural context. One very important effect of developing early, Dr. Mendle said, is that it changes the way that people treat you, from your peers to the adults in your life to strangers. “When kids navigate puberty they start to look different,” she said. “It can be hard for them to maintain friendships with kids who haven’t developed, and we also know that early maturing girls are more likely to be harassed and victimized by other kids in their grade.”
Parents should be aware of the difficulties that children may experience if they start puberty earlier than their peers, but lots of children handle early development with resiliency, and even pride.
Children who start puberty early – say, 8 instead of 12 — are faced with handling those physical changes while they are more childlike in their knowledge and their cognitive development, and in their emotional understanding of what goes on around them.
Parents should keep in mind that the same protective factors that help children navigate other challenges of growing up are helpful here: All children do better when they have good relationships with their parents, and when they feel connected at school. And we should be talking about the changes to their bodies before they happen, and make it clear that all of these topics are open for discussion.
Felix Thoemmes, an assistant professor in the Department of Human Development was part of team of researchers that examined the effect of taking a gap year before college on student retention in college.
Reprinted from the Academy of Finland Communications, May 12, 2015
A gap year between high school and the start of university studies does not weaken young people’s enthusiasm to study or their overall performance once the studies have commenced. On the other hand, adolescents who continue to university studies directly after upper secondary school are more resilient in their studies and more committed to the study goals. However, young people who transfer directly to university are more stressed than those who start their studies after a gap year. These research results have been achieved in the Academy of Finland’s research programme The Future of Learning, Knowledge and Skills (TULOS).
“For young people, the transition from upper secondary school to further studies is a demanding phase in life, and many adolescents are tired at the end of upper secondary school. The demanding university admission tests take place close to the matriculation examination in Finland and require diligent studying from students. For many, a gap year offers an opportunity to take a break and think about future choices while developing a positive view of the future,” says Professor Katariina Salmela-Aro, the principal investigator of the study.
The transition period from secondary education to further studies is a key phase for the development of young people. It is a phase in which adolescents ponder over important future choices regarding educational directions and career goals.
The impact of a gap year on young people’s motivation to study and their future educational path was studied for the first time in the Academy of Finland’s research programme The Future of Learning, Knowledge and Skills. The research was conducted in Finland with the help of the FinEdu longitudinal study, which followed young people for several years after upper secondary school. A corresponding study was conducted concurrently in cooperation with Australian researchers among local youth in Australia.
“In the light of our research findings, a gap year between secondary education and further studies is not harmful, especially if the young person only takes one year off. When these adolescents are compared with those who continue their studies directly after upper secondary school, those who take a gap year quickly catch up with the others in terms of study motivation and the effort they put into their studies,” says Salmela-Aro.
If young people take more than one gap year, however, they may have more difficulties coping with the studies and with study motivation. “In the transition phase, many young people are left quite alone, which may make the transition to a new study phase quite challenging.”
According to the research results, those young people who begin their further studies directly after upper secondary school are more resilient in their studies and more committed to their goals than those who take a gap year. In addition, adolescents who continue their studies immediately after upper secondary school believe in their ability to achieve their goals more than those who start their studies after a gap year. On the other hand, they find studying and aiming for study goals more stressful than the students who take a gap year.
“The research results also suggest that students who take a gap year are slightly more susceptible to dropping out of university later on than those who transfer to university directly after upper secondary school,” says Salmela-Aro.
The study has been published in Developmental Psychology:
I wish I had (not) taken a gap-year? The psychological and attainment outcomes of different post-school pathways. Parker, Philip D.; Thoemmes, Felix; Duinevald, Jasper J.; Salmela-Aro, Katariina. Developmental Psychology, Vol 51(3), Mar 2015, 323–333. http://dx.doi.org/10.1037/a0038667
- Professor Katariina Salmela-Aro, Cicero Learning, University of Helsinki and University of Jyväskylä, tel. +358 50 415 5283, katariina.salmela-aro(at)helsinki.fi
Academy of Finland Communications
Riitta Tirronen, Communications Manager
tel. +358 295 335 118