Families with adolescents often wrestle with the question of whether teenagers who are full-time students should also be working. Many high school students do work during the school year: about half of sophomores, two-thirds of juniors, and almost three quarters of seniors hold at least a part-time job. While for some families this choice is an economic necessity and entails little debate, for others it begins with a process of weighing the potentials pros and cons of teen employment. There have been a number of research studies that have explored the effects of working on teens and their well-being, and the main findings that have come out of this work are presented below.
To any of us sitting along the side-lines of a high-school soccer game or catching up at Back-to-School night, it will come as little surprise that parenting teens can be a dicey endeavor. The “war” stories that are exchanged can be at the same time comforting and crazy-making. So many factors come into play as we approach this time of parenting which requires more tactical moves, yet at the same time some very subtle nuancing. Two important factors to consider which are having an impact during this period are the concept of locus of control and the physiological development of the pre-frontal lobe.
Sharon was tired of feeling tired. Throughout her days, she often found herself uneasy and tense and night after night she would lie in bed feeling restless, filled with thoughts and worries. Wanting to take some control of these things, she was unsure how. At the prompting of her therapist, she began to use intentional breathing or “breathwork” to assist with her feelings of anxiety.
Ever wonder why you seem to keep running up against yourself over and over again? Why do you do the things you know you don’t want to do but somehow can’t seem to rally yourself to do differently? All too often, these patterns are very familiar. Like eating less or exercising more, we know what is good, so why don’t we do it? Or how do you handle your anger? Are you an explosive in-your-face person, or a slow simmering pot, ready to boil over with cutting remarks? Or perhaps you agree to do something but then you simply don’t.
John is a 15-year old-boy who entered therapy in hopes of finding some relief from feeling anxious on a routine basis. He has had little success making friends at school and is earning below average grades. Feeling as if “no one understands him,” he has little interest in wanting to play with other children. In addition, he experiences intense anxiety about being exposed to germs, reporting a deep-rooted fear of becoming sick. John has always remembered having a difficult time being in public areas where he feels that he may be exposed to “bacteria and filth.”
Today explore two of the questions that parents most often ask:
- Why do my children keep doing the behavior I would like them to stop, even when I am giving them time outs?
- Why do my children keep nagging me after I have told them “No”?