By Susan E. Keefe
"This quantity is the 1st to discover largely many vital theoretical and utilized concerns about the psychological future health of Appalachians. The authors--anthropologists, psychologists, social staff and others--overturn many assumptions held via prior writers, who've tended to determine Appalachia and its humans as being ruled by means of a tradition of poverty."
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Additional resources for Appalachian Mental Health
Semmens (1990, p. 28) suggests that as a key social environment for the young person, it is a source of a 'redemptive pathway' towards adulthood. A good school can, therefore, help to provide a supportive environment in which positive development can be fostered. g. social relationships, which will be based on an understanding of adolescent development and peer networks. Good schools will work towards making school structures small, adults accessible, promote healthy peer relations, and allow authentic experiences of success and self-responsibility (Gregory, 1995).
MOVING TOWARDS ADULTHOOD WHAT MAKES FOR A S U C C E S S F U L T R A N S I T I O N INTO ADULT LIFE? Active planning for the future can be protective of mental health (Clausen, 1991). Adolescents who show a future time perspective are aware of the structure of the future and the relationship between their current activities and later outcomes. This, in turn, is associated with the family; where parents express interest and provide input, adolescents develop clearer and more positive plans (Pullikinen, 1990).
And Blyth, D. A. (1987) Moving into Adolescence: The Impact of Physical Change and School Context. New York: Aldine de Gruyter. Small, S. (1988) Parental self-esteem and its relationship to childrearing practices, parent-adolescent interaction and adolescent behaviour. Journal of Marriage and the Family, 50, 1063-1072. Smetana, J. G. (1993) Understanding of social rules. In M. ), The Child and Psychologist: An Introduction to the Development of Social Cognition. New York: Harvester Wheatsheaf. , Dunham, R.