User talk:Ss13zf/adolescencepagewikiprojectSANDBOX

Looks good!Kr13al (talk) 19:59, 9 September 2014 (UTC)
 * this is lame but the sandbox is good :) Ls12ue (talk) 20:02, 9 September 2014 (UTC)
 * It's great. Congratulations on getting started.--LynnMcCleary (talk) 21:37, 9 September 2014 (UTC)

Responding to comment about course on Adolescence talk page

 * Hey ladies! Someone commented on the banner I put in the Adolescence page. How do you think we should respond to this? Take a look at let's think about an awesome response! Very excited to work with you all :) Ss13zf (talk) 18:12, 10 September 2014 (UTC)
 * Hi guys! I saw the comment too. Will think on it and get back to everyone. Looking forward to working with you all :) Kr13al (talk) 02:22, 11 September 2014 (UTC)
 * Hello again! So I was thinking about it last night and here is a drafted response. Please edit/comment and when we are all comfortable with a response we can go ahead and post it on the talk page of our topic;

"Hi Flyer22, thanks for noticing us on here! We are first year nursing students who have been assigned this topic by our professor as part of our "Professional and Therapeutic Communications" class. Our intention is to review and then add to and/or edit information under the social development and culture sections with respect to communication. As this article is rated a B class on wikipedia our only hope is to assist in bringing it further up the quality scale by adding some information regarding communication that we feel is valuable to the subject. We recognize that you and your fellow wiki editors have already done a wonderful job in getting it to its current state. We will be working in a group sandbox for which we will post the link once it is up and running. We are new to this and certainly welcome input and assistance from yourself and others. Thank you."

Thoughts??Kr13al (talk) 16:50, 11 September 2014 (UTC)
 * Yes, I agree with everything you are saying. It is not our intentions to criticize those who have already edited it to the current class it is considered. We are all intending to further improve the article or suggest what we feel should be added/ deleted. Often when writers are expressing ideas they write in a writers point of view and many of the cases the articles, journals, books are unclear to the reader. By working together as a group we all have our own opinions and can help change and article from a lower class to that of a higher one. (Vs14gj (talk) 02:29, 16 September 2014 (UTC)).
 * Thanks for the comments Victoria, I'll rework the response to include your comments and post another draft later. We should probably post a response soon though. — Preceding unsigned comment added by Kr13al (talk • contribs) 15:15, 17 September 2014 (UTC)
 * This is a good response. You could say that I am your professor and link to my user page User:LynnMcCleary. If you want, you could change the second last sentence to give a bit more information: "We will be working in a group sandbox for this project. Once it's up an running we'll post a link here. We use the sandbox to help each other to figure out what might be suggested for edits within the Adolescence page prior." I would capitalize Wikipedia and change the term wiki editors to Wikipedia editors. I think you should go ahead and respond to the comment. LynnMcCleary (talk) 15:11, 22 September 2014 (UTC)
 * One more thing - I think that even though you've explained this in your response below, it would still be helpful to post a response on the Adolescence talk page. Other editors may have the same question and, thus, benefit from your explanation.--LynnMcCleary (talk) 00:35, 23 September 2014 (UTC)
 * Thanks for the advice Lynn! Ok everyone I changed some wording as per the comments from both VS14gj and Lynn and here is a revised response (I posted it in the adolescence page but then deleted it so that everyone can read it first and then we can respond if we are happy with it);
 * "Hi Flyer22, thanks for noticing us on here! We are first year nursing students who have been assigned this topic by our professor, LynnMcCleary, as part of our "Professional and Therapeutic Communications" class. Our intention is to review and then add to and/or edit information under the social development and culture sections with respect to communication. As this article is rated a B class on Wikipedia our only hope is to further improve the article or suggest what we feel should be added/deleted. We feel some content on communication would be valuable to the subject. We recognize that you and your fellow Wikipedia editors have already done a wonderful job in getting it to its current state. We will be working in a group sandbox for this project. Once it is up and running we will post a link here. We use the sandbox to talk and help each other to figure out what might be suggested for edits within the Adolescence page prior to posting there. We are new to this and certainly welcome input and assistance from yourself and others. Thank you.
 * --Karen R. 16:30, 24 September 2014 (UTC)

Kr13al Initial thoughts
Hi everyone. In reviewing the article I focused more on the first section we were allowed to edit which is the social development section. This section seems to be fairly stable and well-written but I still think there are some areas where we can improve the writing as well as add content. Here are my critiques and suggestions;
 * 1. In the first subsection of identity development there is a sentence that requires a citation so I think we should try to find one and if we can't maybe we should rework that part so that all the content is verifiable.
 * 2. I am also not comfortable with the last sentence in that subsection though I keep trying to verbalize why and can't quite put my finger on it. I think it either comes across as biased or needs to be fleshed out a bit more.
 * 3. There is a complete lack of information as to how communication affects identity. I am not sure if we should fit it in to each of the subsections under identity development or just add a subsection for communication and it's role. If we try to fit it in to each of the existing subsections then for example I was thinking we need to add information about how the self-concept is shaped by interactions.
 * 4. There are no images either in this section and I am sure we can find something that would be suitable. i did some initial searches on the internet and there are several diagrams that are helpful in illustrating identity and self-concept.
 * 5. The environment and identity section seems very biased towards more Western or 1st world countries. I was thinking we could look into it from a more international perspective to see if those observations still hold true. And then also include how communication in adolescence is affected by environment. I also feel that what they mean by environment could be explained a bit better in that section.
 * 6. Finally I think we should add a small section under culture regarding communication as I think the way teenagers communicate would vary greatly depending on the culture, for example as we discussed in class collective vs. individualistic cultures. I think some of this would also tie in with identity management in how they communicate with their friends from different cultures versus their family. Not sure how to work that in just thinking "aloud" so to speak about some of my friends and their experiences with that in high school.

Ok well those were my initial thoughts when reading through our sections. Looking forward to working with all of you. Kr13al (talk) 02:32, 18 September 2014 (UTC)

Ls12ue initial thoughts
Hey guys, I read the article and your last comment about how communication affects identity and that the info is lacking, so I suggest we add some type of either section or paragraph regarding how communication shapes the identities on adolescence and the impact that communication has on identity development and management. I also thought that we could potentially add a section specifically for "Communication Among Adolescence" so we can go into greater detail about the different types of communication and the styles adolescence tend to use: ie: social media, texting, emails, etc. I know there are sections that touch base on the topics but we could definitely relate the listening lesson we had to the style of communication. I feel that adolescence communicate in their own way and I think we should try to give an image of how exactly that is done. This article has many sections and they are all generally pretty good. If we added a section specifically for communication, i feel that we could include listening, some examples of verbal and nonverbal behaviours that typically are seen and maybe even some information regarding how the lack of communication could affect adolescent development. Let me know what you think :) Ls12ue (talk) 18:23, 17 September 2014 (UTC)


 * After reading your thoughts I think that a paragraph regarding communication within the identity sections would be better and then I really like your idea regarding a subsection; "Communication Among Adolescents". Perhaps we could also find some information on how the styles change from childhood to the adolescence period. Your comments regarding the channels teens use is so true and I think that changes a lot from children as they don’t always have cell phones but adolescents usually do. Also teens are coming into an age where they are probably monitored much less by their parents than before and with these new channels what does that mean in terms of development? If possible I also think it would be great if we could find some information on whether this is the same internationally or not. Thoughts? Kr13al (talk) 03:25, 21 September 2014 (UTC)

Ss13zf initial thoughts
Hey guys! So I read both of your reviews and I completely agree. I LOVE the title "Communication Among Adolescence" and agree that we should work on a section going over how adolescence communication among themselves. I was looking over the section "Identity Development" and they talk a lot about the fact that adolescence go through a lot of change and social growth throughout their adolescent years. And I was thinking we could add a section in there about "Identity Management" including the perceived, presented, and personal self. This is because during this time of growth, adolescence are creating theses identities and are trying to figure out how to manage them all at the same time. This section would be very beneficial (in my opinion). There are also ZERO pictures in the entire identity section, so maybe we could find some to add. Even if they were silly (like the one on the top left that says "two teenagers listening to music" haha). A simple picture of two teens talking will break up all the words on the page, making it easier to read. And lastly, though I know it's not our section, maybe we could add a little blurb about communication under the "Relationships" section. Obviously communication is necessary for positive relationships so we could add something in there. Other than that I think you guys nailed it right on the head. Let me know what you thought about my comments, and I can't wait to work more in depth with you all! :) Ss13zf (talk) 02:06, 18 September 2014 (UTC)


 * I'm letting you all know that this WP:Sandbox is on my WP:Watchlist, and that I've seen your replies. It is better to work with the editors of the Adolescence article by posting comments there at its talk page about what you are looking to improve regarding that article. This also helps address things that have already been addressed with the article, such as WP:Images. Flyer22 (talk) 02:37, 18 September 2014 (UTC)
 * Hi Flyer22. I'm sorry if you feel we aren't following protocol. We are following the instructions laid out by our professor regarding our project, one of which is to talk amongst ourselves and critically review the article in our own sandbox page. I am sure one of the reasons for this is so that our prof can easily find our comments in order to grade us appropriately. When we get further along in the assignment we will be posting in the article talk page as you suggested. For right now though we are only supposed to work within our own sandbox. Thanks for your input and we hope you understand.Kr13al (talk) 13:56, 18 September 2014 (UTC)


 * Thank you for your comments Flyer22 and for letting the students know that they can rely on editors on the Adolescence page. They'll be taking advantage of this a bit later in the course. I am the professor for the course. I'm following suggestions of the Wikipedia education program with the assignment for the students but I think maybe I should have had the students hold off on posting the banner on the Adolescence talk page until we were later along in the process. Other professors have recommended having the students learn editing in their own sandbox before moving on to suggest any edits to Wikipedia pages. Hopefully, this serves two purposes: (1) to help the students gain confidence about both Wikipedia and the topic of the assignment before suggesting edits, and (2) to not overwhelm the editors of the Wikipedia articles students edit with the research that they'll be doing before they make any suggestions. I agree that the students can benefit greatly from with editors on the Adolescence page. The first task for me and the students is to help the students get focused, so that they can engage with the editors with confidence in their own knowledge. Right now the students are learning about Wikipedia criteria for good articles. They are reviewing articles so that they can see if there are opportunities to bring some additional information related to communication. The next step for the students is to do some research. They have to learn more about communication and adolescence before they can figure out if there is potentially useful information for this page. They will then work together to see if what they found has relevance to the Adolescence page. If so, they will share their findings with the editors on the Adolescence page, engage in discussion at that page, and suggest edits. If this is viewed positively, they will go ahead and make edits. Again, thank you. --LynnMcCleary (talk) 15:33, 22 September 2014 (UTC)

Vs14gj initial thoughts

 * Having reviewed the article there are some things left unanswered or statements that needed to be elaborated on. In the section Social development (Identity development), the first sentence talks about how adolescence if the time when teenagers form personal identities. I believe that the “identities” should be listed with a brief explanation of what they mean. Also in this part of the identity development section the writer cites a study done by the American Psychological Association [92] in which he/she mentions less privileged upbringing. They fail to define what less privileged actually means. Would this consider poor people, adolescents involved in criminal activity or adolescents from a single parent household?

Under the heading Sense of Identity I believe that when the writer talks about Adolescents defining themselves regarding the people they associate with we should try to include a section about communication here. People change their identities base on the crowd they are involved with whether it be elders, those of higher seniority, family or friends. I believe that the communication that occurs between the different groups helps shape who an adolescent is. An example of this could be a teen going to a new school and trying to shape their image around which they want to be. Talking differently to the “popular kids” may in fact sub consciously change the identity of someone.

In the section about Environment and Identity the writer mentions that studies are conducted but does not give examples of the studies. The writer also failed to include what the factors are when talking about adolescence and the prominent stage of the life course. Furthermore he/she mentions that “children that grow up in nice suburban communities are not exposed to bad environments” fail to realize that no matter where they grow up these adolescents could be exposed to bad environments.

When talking about self-esteem there are more than just friends that will influence a girls self esteem. Intimate relationships are a primary factor in building self-esteem. When a female is happy and supported in a relationship they feel comfortable and more secure. The paragraph continues by stating, “Boys are more concerned with establishing and asserting their independence and defining their relation to authority.” Presently, boys are more concerned with their body image and having competition.

The culture section about adolescence was very interesting. There are many things that I did not know. Having critically reviewed the article I believe that when the writer talks about “Social roles and responsibilities” the topic concerning cultures that are accustomed to wearing certain things such as turbans, hijabs, etc. should be included. Although it is a part of certain cultures beliefs I think that these issues can change a persons identity. This section of the article also says “However, specific household responsibilities for cultures may vary by culture, family type, and adolescent age.” This is cited but does not include where it came from. “According to…” should also be included in the beginning of this sentence. The writer talks about how between 10 years in China the employment rate has lowered due to the increased accessibility and students who achieve higher academics. The reason why the rates have lowered may also be because the lack of jobs not just because they’re less employed. There may not be enough jobs to employ them. It is said that the amount of time students spend on homework and school based assignments is dependent on ones culture. This could also be based on economic status, whether someone is rich or poor.

Furthermore, in the section of the culture article named Sexuality the writer begins to say that “Restrictive overtly discourage sexual activity in unmarried adolescents.” This section, when talking about cultures should be more informative. It is important for the article to state which cultures actually believe this to further educate and expand the reader’s knowledge and understanding.

In the section about Alcohol and illicit drug use I believe that a section on an adolescent’s social identity should be included. Many adolescents do not have the desire to try or use drugs but in fact do use because of their desire to “fit in”. The article talks about how drug uses has been consistently growing in the U.S but does not provide a section where the information came from and should include what it is being compared to.

The second last section of the article regarding “Social Influence” may fit better with the social identity section of the adolescence page, simply because identity is easily influenced.

I know that this article is already a B rating, just thought I would point out all of the things I noticed and see if others felt the same way. Hopefully we can all elaborate on some good critiques in attempt to better the article.

Cant wait to work with everyone! (Vs14gj (talk) 03:01, 18 September 2014 (UTC))
 * Yes, the article is already has a B rating, which is impressive. Hopefully, your group will be able to make some suggestions that enhance the article. LynnMcCleary (talk) 16:01, 22 September 2014 (UTC)

Vs14gj initial thoughts and response to previous reviews
Ss13zf, Ls12ue, Kr13al. I completely agree about adding some thing to do with communication in the culture section. This comment also ties into what I said about the "social influence" subsection falling better in the category of "social identity". We can add parts about communication here.

Also, great idea about the "Communication among Adolescence". Technology has and will continue to evolve and therefore so will our communication. It is a good idea to talk about this as it has a lot to do with the adolescent identity and how an adolescent continues to change.

I think that you guys are right about adding pictures. It is like what we learnt in class yesterday. Pictures are worth 1000 words. We could attempt to further expand the readers knowledge on adolescents and their social identity by giving them other ways to learn. Many people find it helpful to have a visual to compare to when reading difficult material.

Sounds like a lot of us have the same ideas whether it be small like adding citations/pictures or larger by adding new sections about communication among adolescents. This project will be a great time for us to all interact. Cheers (Vs14gj (talk) 18:38, 18 September 2014 (UTC))

Self esteem
I'm loving the communication on this page ladies! In reference to the person who is following this post, I've asked Professor Lynn if I could "tag" (for lack of a better word) her in these posts so she can see what's going on...so LynnMcCleary hopefully that works haha! I was also re-reading the self esteem portion and was wondering if it would be weird to sub categorize them into Male and Female perspectives. We could definitely throw a bit of communication in there but making it male and female would be very beneficial (it wouldn't just be one huge clump anymore). As with the the comment we received; I think we should keep doing what Prof. Lynn has asked (keep it in this talk page) before making any sort of jump to the main page. Clearly it's a valued article and I (as all of you probably do) just want to keep the peace as Wikipedia is already confusing enough!! Hope you all have a great weekend! OOH, one more thing! Are you all going to the Wikipedia drop in session? Maybe we could all go to the same date and work on this page together? Great way to put faces to names (well user names in this case) and get a real head start on this editing thing. Let me know what you think! :) Ss13zf (talk) 15:56, 19 September 2014 (UTC)
 * Ss13zf, Yes I agree on the sub headings in the self esteem area. I think that what they wrote about the guys self esteem could be elaborated on a lot more. I thought more along the lines of guys being self conscious about their body type. Most of the guys I know are so into body building and having a great body. It is all about the competition within groups of friends. Competition could maybe also make them more self- conscious, knowing how one of your good friends look and how far you still have to go to make it to that body size. I don't know, just a thought but I think we can expand on the topic more. Getting together in person is a great idea. Communicating and trying to get ideas across is always easier and more efficient in person. (Vs14gj (talk) 18:37, 19 September 2014 (UTC))
 * Do you guys mean the session this Thursday? If so sounds good, I'll be there.
 * I like what you are thinking in regards to men and being self-conscious about their body. There is a subsection regarding body image in the culture so we should probably check that out before to make sure we don't duplicate or contradict after we have found sources. Or perhaps we might find that fitting the media and body image part within our section might work better and we can move it out of it's current location. Am I making sense? — Preceding unsigned comment added by Kr13al (talk • contribs) 03:38, 21 September 2014 (UTC) Karen R. 15:08, 24 September 2014 (UTC)
 * Sorry forgot to sign...it's late...Kr13al (talk) 03:40, 21 September 2014 (UTC)
 * A few of you have commented on the need for images. Great picking up on that suggestion in the good article criteria. We'll learn more about images and Wikipedia later in the course. I believe that Flyer22 referred you to discussion on the Adolescence talk page about images.LynnMcCleary (talk) 16:01, 22 September 2014 (UTC)


 * Thank you, LynnMcCleary. Yes, there are currently two image discussions on the Adolescence talk page. Flyer22 (talk) 00:32, 24 September 2014 (UTC)


 * I agree, you're having good communication. I've made a suggestion for your response to the editor who is giving you advice. I get notices when you make changes to your talk page because it is on my Watchlist. Flyer22 gave you a helpful link to what a WP:Watchlist is. You can click a box at the bottom of a page to watch it - and get notices when there are changes. I also made some organizational changes to your talk page. I think it might help you follow if you use headings. I think you're ready for a heading now to bring together your discussion - and come up with what you need to learn more about. Remember, you are focusing on communication for this course. I like that you're examining the whole page and getting to know it. I highly recommend that you restrict yourselves to content related to communication and adolescence. You now have a good understanding of what is already on the Adolescence page. You can see if there is content there that relates to communication (you would want anything you suggest adding to be in sync with what's already there). Think about what you need to know to be able to credibly suggest edits related to communication and where you could get that information. LynnMcCleary (talk) 16:01, 22 September 2014 (UTC)
 * Thank you User:LynnMcCleary, I sure was shocked when I opened the page and everything was organized and so much easier to read. I also think it is great that all of us have reviewed the article to such depth. It will really help us analyze the sections that we want to try to further improve. If everyone if okay with it we should try to meet briefly to talk about what changes we want to make and where we should all start for the next part of the assignment. Things are going to progress very soon. See everyone tomorrow. (Vs14gj (talk) 22:48, 23 September 2014 (UTC))

September 24th Checkpoint

 * So quick question...have we done what we needed to do by the 24th? Ss13zf (talk) 23:18, 23 September 2014 (UTC)
 * Re reading our entire page I think we have (as a group) successfully completed the tasks due for September 24th. We have all commented on each others posts in a very positive manner and (as I've interpreted it) we've decided that there needs to be more pictures, more information on the various ways adolescents communicate (the means of communication), identity managment, and some tid bits of communication throughout our given sections (little things to benefit the article). Please let me know if I've missed anything or if I've misinterpreted anything! :) See ya'll tomorrow! Ss13zf (talk) 02:41, 24 September 2014 (UTC)

Group Meeting

 * Hi everyone. I wasn't sure if we were meeting at this week's drop in session or not so I popped my head in a couple times but didn't see anyone from our group (at least I don't think, bit harder without name tags so if I missed you I am so sorry). Do we want to set up a meeting time so that we can discuss what we want to do? I live off campus in Burlington so for me I kind of need to know when so I can arrange to be here and arrange child care depending on when we meet. Thanks :) Karen R. 18:42, 25 September 2014 (UTC)

kr13al 1st & 2nd Secondary Sources
1. Subrahmanyam, K., & Greenfield, P. (2008). Online Communication and Adolescent Relationships. The Future of Children, 18 (1), 119-146. 
 * This article discusses the online communication activities of adolescents and how they relate to their relationships with their friends, family, romantic partners as well as strangers. It reviews previous research around the subject and presents a method of analyzing the uses of electronic media in adolescents. In particular the section titled “Electronic Media in the Service of Adolescent Communication” could really help us with the section we wanted to add to the page regarding communication among adolescents. It has some numbers regarding text usage as well and says that teens primarily use online communication with existing friends and family rather than strangers today. Karen R. 15:17, 29 September 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)

2. Papalia, D. E., Olds, S. W., Feldman, R. D., & Kruk, R. (2004). A Child's World: Infancy through Adolescence (First Canadian Edition ed.). McGraw-Hill Ryerson Ltd. Chapter 17 pp. 444-451.
 * This is a textbook regarding physical, cognitive and psychosocial development in children through adolescence. Chapter 17 has a section entitled "Relationships with Family, Peers, and Adult Society that I think we can use for this section. It talks about the transition from childhood to adolescence in regards to the amount of time spent with family versus friends and how teenagers start to communicate more with each other versus their parents. I think this underlines the importance of having a section regarding communication among adolescents and can lead into how they communicate. The section on friendships on pages 450 and 451 could also be useful here.Karen R. 00:48, 30 September 2014 (UTC)

kr13al 3rd Secondary Source
3. Leary, M. R., & Price Tangney, J. (Eds.). (2012). Handbook of Self and Identity (2nd Edition ed.). New York: The Guilford Press. Chapter 31 pp. 693-709
 * The chapter of relevance in this book discusses egocentrism, self-appraisals, self-awareness, true-self versus false-self among other things within early, middle and late adolescence. I think this book could be useful in adding some information about communication with respect to identity as we discussed above in our critiques. For example, there is information in this chapter regarding the differentiation of "multiple selves" in early adolescence. This ties in with what was suggested about adding content regarding identity management and how teenagers modify their identity and communication depending on who they are with. There is definitely some interesting information in this chapter.Karen R. 01:05, 30 September 2014 (UTC)

ss13zf 1st Secondary Source
Hi all! So I got 2 books and one online resource, here they are!

1) Identity in adolescence : the balance between self and other / Jan Kroger. Imprint	London ; New York : Routledge, 1996. 2nd edition pg. 8-12, 20-21, 35-36, 40-46, 84-86
 * This is an amazing resource regarding our discussion on identity management throughout adolescence. It talks about the true self, outward self, believed self, and inward self as well as how adolescence present them to others. It also contains different theorists perspectives on what adolescent identity is and how they grow. Has a very 'psychology' vibe but is a big help in understanding.

2)Talking adolescence : perspectives on communication in the teenage years / edited by Angie Williams & Crispin Thurlow. Imprint	New York : Peter Lang, c2005. pg. 1-20, 35-52, 185-198, 207-222,
 * This book literally just discusses how adolescence communicate (with various people and among themselves) and the various ways that they communicate. It also discusses the implications of communication (how it affects how youth develop) and how adults perceive adolescent communication.It's also fairly recent so the information is very easy to understand an is laid out very well. The one very helpful section is in pg. 185-197 titled "Wired whizzes or techo-slaves? Young people and their emergent communication technologies". How much better could that be for outr section?! Haha. It's an incredible book and I can't wait to share it with you guys!

3) Journal of Adolescent Health Volume 48, Issue 2, February 2011, Pages 121–127 Online Communication Among Adolescents: An Integrated Model of Its Attraction, Opportunities, and Risks http://www.sciencedirect.com/science/article/pii/S1054139X1000426X
 * This article talks about self-disclosure and self-presentation (identity management). It also discusses why adolescences like online communication channels as much as they do - something we could add to the online communication section of this article. There is also a pretty good section on how communication effects intimate relationships during adolescents, definitely something we may want to think about adding.

Good luck looking for sources ladies! Ss13zf (talk) 16:45, 29 September 2014 (UTC)

vs14gj Secondary Sources
Hey guys!! Since before all of mine were primary sources I found three more. So I deleted my old ones and the new ones are in the place just so there is no confusion when we try to narrow our search down.

First Source: Coon, D., & Mitterer, J.O. (2010). Introduction to Psychology and Research Methods. In Introduction To Psychology Gateways To Mind And Behavior. (pp.23-24). Belmont CA:Cengage Learning. I was looking through the psych text and found a lot of great information. Reading this gave me new ideas with respect to adding the identity section to the article. The text says that in regards to adolescents it is often misinterpreted as puberty. The first little bit talks about maturity and then it goes to talk about the search for identity. People often question themselves asking, “who am I?” The article states that the coming of puberty is a sign to develop a new self-image/identity. I had never really thought of self-identity in this aspect so it really stuck out to me. This section might be helpful when trying to add about adolescent development and identity.

Second Source: Potter, P.A., Perry, A.G., Stockert, P.A., & Hall, A.M. (2014) Global Health, Culture, and Diversity. Canadian Fundamentals of Nursing. (pp.109-120). Toronto Ont.: Elsevier Canada. The particular section that I chose in our nursing textbook begins by talking about the diversity in our nation. All cultures come to one place but act as their own. Although this section talks a lot about cultures with respect to nursing and nursing care I think this can further help our article when dealing with the adaptability as well as different roles and expectations of adolescents within different cultures. Communication is dependent on ethnicity, primary language and cultural beliefs. Not only are our cultures diverse but we as individuals are as well. This section has a detailed blurb about culture and all the components within.

Third Source: Strasburger, V.C., Wilson, B.J., & Jordan, A.B. (2014). Children and Adolescents: Unique Audiences. Children, Adolescents, and the Media. (pp.11-19). United States of America: SAGE Publications.

This book I found talks a lot about media and adolescence as well as different social groups. It categorizes communication into two parts: narrow and broad socialization. Narrow focuses on the strong bond to family and community where as the broad definition is focused on self and self determined aspects. Adolescent’s behavior is mainly based on either of these focuses. Adolescents tend to act certain ways based on the ways of socialization. This book has a lot of great information that could benefit our article.

Hope Everyone has a Happy Thanksgiving! (Vs14gj (talk) 00:52, 9 October 2014 (UTC))


 * Vs14gj, these are interesting sources and I can see their relevance. However, they are all primary reports of research studies, not secondary sources. You will likely find relevant information in books at the library. Pediatric nursing textbooks, communication books, and books about child and adolescent development should have chapters or sections about communication and adolescence. If you need help with searching, you can consult a librarian. LynnMcCleary (talk) 15:07, 2 October 2014 (UTC)

ls12ue Secondary Sources
Due to the fact that my first sources were primary and not secondary, I have located three books and changed my sources below.

First Source: Vangelisti, A.L. (2004). Handbook of family communication / edited by Anita L. Vangelisti. Mahwah, N.J : L. Erlbaum Associates, c2004

This book discusses family communication. A chapter I found we could use some information from was Chapter 16 titled “Parent- Child Communication During Adolescence” as it relates to communication difficulties and different views on the relationships regarding self-disclosure, perceptions and responsibilities.

Second Source: Rawlins, W.K. (1992). Friendship matters: Communication, dialectics, and the life course / William K Rawlins. New York: Aldine de Gruyter, c1992.

This book discusses the adolescent friendships and development of adolescence. The chapter entitled “Adolescent Friendships” relates adolescent development through friendships made. It also discusses responsibilities and roles they take on which could contribute to the identity aspect of adolescence. There are a few other chapters that contain relevant information regarding communication among adolescence.

Third Source: Swanson, D., Edwards, M., & Spencer, M. (2010). Adolescence: Development during a global era / edited by Dena Phillips Swanson, Malik Chaka Edwards and Margaret Beale Spencer. Amsterdam ; Boston : Elsevier Academic Press, c2010.

This book discusses topics of communication and adolescence. It focuses more on ethnicity and multicultural development which could give us more insight into the development of teens. Bringing in the multicultural aspect of communication will allow us to incorporate different views on how adolescents develop: coming from different backgrounds and ethnicity. I found this resource interesting because it showed the differences and similarities among adolescents. Ls12ue (talk) 01:19, 19 October 2014 (UTC)


 * Ls12ue, these are interesting sources and I can see their relevance. However, they are all primary reports of research studies, note secondary sources. Please see my previous not to your group-mate about potential sources.LynnMcCleary (talk) 15:06, 2 October 2014 (UTC)

October 1 Discussion
Looks great ladies! And hey, lucky us, NO DUPLICATES!! :) YAYAYAYA Everyone's stuff looks great and we all got great sources in very specific ares (which is good because we really needed to narrow in our focus). We don't need to post in here until after reading week, so if I don't see ya around hope everyone has a Happy Thanksgiving! Ss13zf (talk) 13:30, 1 October 2014 (UTC)

Professor advice for summarizing
Ss13zf,Kr13al,Vs14gj, and Ls12ue, you have a lot of information already. I know you're looking for more sources. For those of you who are looking for more resources, I highly encourage you to look for sources that are about the basics of adolescent communication. The reason I'm making this suggestion is to help you get the basics and to help you all make your project manageable. There is a potential to get overwhelmed. So, I recommend looking for information about growth and development (probably textbooks about growth and development or parts of pediatric or pediatric nursing textbooks) and then within those books looking for passages about communication and adolescence or maybe parent-adolescent communication.

See the course page for information about your tasks due October 22. As you're summarizing relevant information from your sources, keep your focus on what you could add to the adolescence article about communication. You will come across irrelevant information. Don't let yourself get side tracked by it (if you want you can keep it in mind to make additional editing suggestions but keeping focused will help you keep the scope of this assignment reasonable). As you summarize, think about what you originally saw as needed in the article. Thinking about the communication model we learned about the first week of class might help you focus and organize your information.

Your summaries should be between 250 and at most 400 words for each source. Try not to make them long. If there isn't 250 words worth of information in your source, don't blather on to fill space. I am looking for summaries I can understand and that are logical and coherent. You'll need to really focus in on the heart of the relevant findings. You should be aiming to tell your group members what the key messages are in your sources and how you think the information fits or doesn't fit with the article (it's okay if you logically determine that it wouldn't add to the article). If there is repetition within your sources, you should note that. Each summary should have a citation that is acceptable for Wikipedia and that has the information needed for a reader to verify your interpretation by finding your source. Links that only work within the university aren’t user friendly for me or your group members. If there is information that you can’t paraphrase, indicate quotes with quotation marks and page numbers.

When you've got your summaries done, hopefully there will be some themes and repetition among your summaries. Your job then is to collaboratively decide on what deserves to be suggested as an edit for the article and craft summaries of what your group found that could be incorporated in the article. That might be citations for information that is already there or new information. Discuss why your new information is relevant to the article.

I can copy the adolescence article over to your sandbox so you can practice editing before you make any suggestions to the editors of the adolescence article. If you want me to do that, let me know by email or by using my user name in a response to this post. As always, I'm available to guide you. LynnMcCleary (talk) 01:14, 9 October 2014 (UTC)


 * Thanks for the comments and guidance user:LynnMcCleary. I just wanted to let you and all my group members know that I copied over the sections of the article we are allowed to edit (Social Development and Culture) earlier this afternoon. I'm just working on my summaries now and hope to have them posted soon. Wishing everyone a wonderful Thanksgiving! Karen R. 20:47, 9 October 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)

kr13al Summaries
First Source

This source is from the article by Subrahmanyam, K., & Greenfield, P. (2008). Online Communication and Adolescent Relationships. The Future of Children, 18 (1), 119-146.

This article addresses adolescents use of online communication and how it relates to their relationships including romantic, peers and family. The authors note that teenagers are heavy users of newer communication channels including texting and social networking sites. While some use these new channels to interact with strangers the bulk of use was aimed at communicating with and reinforcing relationships with offline friends and teens text mostly with peers. While many teenagers prefer face to face communication,online communication still filled their developmental needs regarding enhancing group identity and connecting with peers. This type of communication also allows for greater self disclosure, a broader group of friends and allows teens to connect with people who share characteristics that they might not be able to find in their peer group or family, for example an eating disorder. Adolescents enjoy online communication as they have greater control over how much and with whom they communicate. It allows them to experiment with identity for self-exploration, social compensation and social facilitation. As with friendships this source states that teenagers use online communication mainly to support existing romantic relationships but notes that they use it to communicate romantically more frequently and more freely.

The downside of adolescent use of online communication appears to be the negative effect on family. Parents are finding it harder to connect with their teens and feel that social online communication interfered with and undermined family time and rituals. Social networking sites can cause conflict between parent and child however the authors note that more research in this area is needed.

This ties in with the content we wanted to add regarding communication among adolescents and I am hoping it will tie in with a couple of the sources the rest of you found. The part about identity exploration can also tie in to the identity formation we have discussed within the article and in class. This source also reinforces the information from my second source regarding the shift in adolescence away from family towards greater interaction and closeness with peers. Karen R. 01:22, 14 October 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)

Second Source

This source is Chapter 17 pp. 444-451 (section entitled Relationships with Family, Peers, and Adult Society) in Papalia, D. E., Olds, S. W., Feldman, R. D., & Kruk, R. (2004). A Child's World: Infancy through Adolescence (First Canadian Edition ed.). McGraw-Hill Ryerson Ltd.

According to the section in this chapter, adolescents begin spending more time with their peers than with family, including siblings, compared to childhood. They begin to turn to their friends to satisfy their social needs and get emotional gratification. When they do communicate with their families adolescents as a whole tend to find it easier to talk to their mothers than their fathers. Overall though teenagers’ values still tend to remain closer to those of their parents during adolescence. Communication with peers increases during this stage and friendships are more intense and important than any other stage in life. They start to consider others’ perspectives more easily and this stage helps them develop their social skills and evaluate them. Communicating with each other also allows them to explore their feelings, define their identity and validate their self-worth. Therefore communication among adolescents helps them to develop their self-identity and social competence. With respect to self-esteem this book notes that boys are activity driven in their friendships and derive self-esteem from competition among peers whereas females are communication driven within their relationships and derive self-esteem from helping.

This information would fit well under the “Sense of identity” section on the Wikipedia page. The article already states that teens begin to define themselves based on crowd membership and this supports that but expands on it. It also ties in with what we read from Interplay Chapter 2 regarding social comparison in shaping identity. We could add some content after “crowd membership” regarding how communicating with their peers helps them to define themselves.

This content regarding communication with their parents would fit well under the Family section of Relationships in the article. The information in the last paragraph that section contains a reference that is a “dead link”. I am not sure it is ok to have that information there when it is not properly cited. We could use some of the information from this source to rewrite that paragraph and properly cite it. Karen R. 18:04, 10 October 2014 (UTC)

Third Source

This source is chapter 31 pages 693-709 from Leary, M. R., & Price Tangney, J. (Eds.). (2012). Handbook of Self and Identity (2nd Edition ed.). New York: The Guilford Press.

This chapter discusses adolescence in terms of identity, self-awareness and self-esteem and divides adolescence into three stages; early, middle and late. According to this chapter, in early adolescence teens start becoming more concerned with others’ opinions and experience an increase in social awareness. A major characteristic of this stage is the development of multiple selves. At this age though there is no awareness of possible contradictions between these selves and they are not able to integrate them. In terms of self-esteem, starting high school introduces a new reference group with which to compare themselves and social comparison increases. The greater the emphasis placed on the opinions of others the greater the fluctuations in self-esteem in adolescence. In middle adolescence the number of selves is still increasing as teens start to acquire employment and other activities. They can now compare and contrast these selves and desire integration though it is still not a skill they possess. Also in this stage, teens start to improve their ability to see things from another’s point of view and the focus is on peer over familial relationships. In terms of self-esteem it is relational meaning that different levels exist for different roles and combine to form a global self-esteem. Finally in late adolescence cognitive abilities develop allowing teens in this stage to think more abstractly and resolve some of the contradictions between their many selves. There is greater self-awareness and self-esteem in this period and their self is much more integrated and balanced than in the previous years.

I thought this material was interesting because it breaks adolescence up into stages rather than generalizing the entire period. In particular I think this content could be used in the self-esteem subsection. Currently it states that there is no evidence of a significant drop and mentions global self-esteem. I think this source presents more balanced information and should be added and also used to define what is meant by global self-esteem.

The material also ties in with our readings on identity management for class. Therefore some information on that could be added to the social development section. The information also reinforces my other two sources with respect to the greater focus on peers versus family in adolescence. Karen R. 04:34, 15 October 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)

Making actual changes to the article (request from "outsider")
I request that when you actually make edit changes to the Wikipedia article, that they be made so that each entry can have a separate edit summary, and changes are coherent with that summary. This is so other editors may understand what you are trying to do with each change.

The person(s) making the change should probably have an official user name, not an IP number (in order to be taken seriously). The user page should identify your project. I realize your professor has probably used her actual name. Unless required by her, I would recommend not using your actual name as a user id. (fine to use first names or whatever here for credibility - transparent to Wikipedia world) Less painful (less subjective, more objective) when other editors have changes or questions. Thanks. Student7 (talk) 20:13, 10 October 2014 (UTC)


 * Thank for you your input :) We are a group of 4 university nursing students and will be making a lot of changes in our sandbox (trial and error) before we even touch the original article. Please feel free to track our sandbox for changes, and we invite and appreciate any feedback from yourself or other editors. Thank you as well for your suggestion for our users names (very helpful). Hope to hear from you again Ss13zf (talk) 03:21, 17 October 2014 (UTC)

Summary of ss13zf Sources
1) Talking adolescence : perspectives on communication in the teenage years / edited by Angie Williams & Crispin Thurlow. Imprint New York : Peter Lang, c2005. pg. 1-20, 35-52, 185-198, 207-222.

The first part of this book (p. 1-20) deconstructs adolescent communication. It talks about the structure behind communication (the relationships that adolescents have, the volume and tone in which they speak and the content). It then begins to scratch the surface about how adults believe adolescents communicate, how adolescents communicate with themselves, and how adolescents communicate with adults. It just touches upon adolescent culture, and refers to other sections in the book, but gives just a small taste about the general concept of adolescent communication. A sort of preface into what it’s like to communicate as a young person. Pages 35-52 (Chapter 3) focuses on an adult’s perception of communication with young people. It states that as technology has changed from generation to generation, adults now don’t fully understand how adolescents today communicate. It also suggests that communication is difficult for adult’s to understand due to ageism towards young people, ideally patronizing them. This chapter discussed an interesting idea called communication accommodation theory (CAT) that suggests humans draw upon personal experiences, beliefs, the environment, and a variety of other factors affect how we communicate with individuals and groups. It’s a theory that is applied to many young people due to the drastic changes they go through in developmental years. The chapters ends with a discussion on how young people change their communication with friends, peers and family members (with CAT being applies throughout). Pages 185-189 (chapter 11) focuses on technology. There is a rather large section on the internet (emailing, IM-ing, chatrooms, social media, gaming) and another section on phones and text messaging. There are a variety of statistics in regards to the effect of each communication avenue has on adolescents and how the technology has changed over the years. Finally, pages 207-222 (chapter 12) focuses solely on adolescent communication with adults. It offers an adult and an adolescent perspective and discusses mental health effects, stressors in life, education and economics.

All in all, this book discusses anything and everything to do with adolescent communication. I know we really needs to hone in on one area (I’m not sure what was decided) but this book offers a taste of everything. Personally I think we should focus on the implications of technology and how adolescents communicate with each other via these avenues because it’s relevant and there is so much research surrounding it.

2) Journal of Adolescent Health Volume 48, Issue 2, February 2011, Pages 121–127 Online Communication Among Adolescents: An Integrated Model of Its Attraction, Opportunities, and Risks. Retrieved from: http://www.sciencedirect.com/science/article/pii/S1054139X1000426X

Similar to Talking Adolescents this article discusses the implications of online communication in with adolescents. The beginning of the article discusses psychosocial development and later goes into identity development, intimacy development, sexual development, and relationship/friendship development. All through an online communication lens. The article touches on the fact that to have good communication adolescents needs self-presentation and self-disclosure skills. Two thinks that are related, but are inertly different; but are now starting to be learned via online communication and technology instead of face-to-face communication. This articles focus is on the psychosocial development of adolescents and kicks other factors surround online communication aside; which gives it a real clear focus. It doesn't discuss class or ethnicity or internet speeds; it simply discusses how advancing technology affects how adolescents communicate with one another and with adults – and how that communication is affecting their lives. The article wraps up with two lines that I think would be very beneficial to our article “adolescents can use the same technologies, both in a positive as well as in a negative way”, and “An important challenge both for future Internet researchers, health care professionals, and parents is to understand how to enhance the opportunities of online communication while managing its risks.” (Journal of Adolescent Health, 2011). The article doesn't bash one side or the other. It doesn't take the adolescents side or the adult’s side. It offers empirical research to both and explains that technological communication is the way of the future and it has both positive and negative effects. It’s something that is every evolving and will need to be re-learned for generations to come.

Because we were (originally) told to focus on social development in regard to communication I believe this article fits perfectly. Tying into technologies and online communication (a theme I see is prevalent in nearly all of our sources) this is a perfect fit for our article. It is also an academic journal and will meet the Wikipedia good article sources criteria. Also, the link I provided doesn't work unless you are at Brock to access it. If not at Brock simply ‘SuperSearch’ the title of the article (it will prompt you to sign into your brocku.ca account) and then it will be accessible.

3) Identity in adolescence : the balance between self and other / Jan Kroger. Imprint London ; New York : Routledge, 1996. 2nd edition pg. 20-21, 40-46, 84-86

My last source is a book on adolescent identity and identity management. Because that was our original topic (before I realized it had to do with communication specifically) this book jumped out and caught my eye. Though it doesn't have anything to do with communication there are still some very valid points about adolescent identity management in it. Pages 20-21 discusses identity as a stage in the adolescent life cycle. It states that developing and maintaining identity (in adolescent years) is a difficult task and that multiple factors (family life, environment, and social status) effect the development of the identity. Pages 40-46 discusses social response as an adolescent. It touches on how adolescents respond to adults in school, in their personal lives, and in their families. Identity management is influenced by education, upbringing, counseling and intervention. Finally pages 84-86 discusses Erik Erikson and Lawrence Kohlberg’s views on adolescent identity. Both state that the adolescent stage of life is ever-changing and is easily influenced and makes communication among many other things (love, identity, sexuality etc.).In conclusion, this this book doesn't necessarily discuss communication among young people but discusses their identity and their identity management through their developmental years. It discusses the trials and tribulations that young people go through and why they go through them.

In closing, my 2 of my sources discuss how adolescents communicate with each other and others with electronic and online communication; and the other source discusses identity and identity management. All 3 are of importance to our article and come from academic sources (1 is a journal and the other 2 are books). Personally I believe the 2 sources that have to do with online communication would be the best for our page. I really think we should focus on online communication because of its relevance. The book on identity and identity management would be amazing for our original assignment, but there is very little on communication init. If any of you can find a book on communication and identity we could work together and it would be incredible. Good luck with the rest of your sources ladies! Ss13zf (talk) 03:21, 17 October 2014 (UTC)


 * We use communication to manage our identities and convey an image to different people in different situations. That being said, based on your summary I definitely think this last source is good and has a lot to do with communication even if it wasn't overtly stated in the book. I think it ties in with what I and others in our group have found as well regarding identities in adolescents and since we all seem to have some overlap in this area it might be a good one to focus our editing on. Karen R. 18:06, 19 October 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)

Summary of vs14gj Secondary Sources
First Source Coon, D., & Mitterer, J.O. (2010). Introduction to Psychology and Research Methods. In Introduction To Psychology Gateways To Mind And Behavior. (pp.23-24 & 102-103). Belmont CA:Cengage Learning. In this textbook it elaborately addresses behavior. Studies were done observing behavior and a physiologist named Ivan Pavlov believed in the concept of conditioning where a reaction is a response that is learnt through a stimulus. An opposing theorist believes that in order to display a certain behavior you must be thinking about or rewarded by something. Similarly this book also states that puberty is a time for maturation in a teen as well as the time for the search for identity. Puberty is a time where the self-image as well as socialization is enhanced. Puberty in adolescent years leads to higher or lower self confidence depending on the sexual development features. Confusion arises when teens begin to form the “new self” and are unclear to what the standards of a typical teenager are. This tends to lead to rebellion or attachment to what is already known. Socialization within different groups of people leads to different behaviors and identities.

Second Source Potter, P.A., Perry, A.G., Stockert, P.A., & Hall, A.M. (2014) Global Health, Culture, and Diversity. Canadian Fundamentals of Nursing. (pp.109-120). Toronto Ont.: Elsevier Canada. Within the section Social Roles and Responsibilities I think there should be a section that deals with Cultural indifferences, weather it be rituals, beliefs, values or attitudes. In this textbook it states that cultural assessments were done and concepts such as linguistic and communication patterns, nutritional and health patterns were skewed based on the origin of the patient. Similarly to this situation I think that in order to effectively communicate with an adolescent you must know the different components to their culture. This should be done as a security in attempt to prevent oneself from offending or disregarding ones culture and beliefs. The book addresses situations as if it was nurse client situation and really emphasizes the difficulty in appropriately communicating to clients. The topics in the cultural assessment should be regarded before addressing and communicating. The book talks about how refuges that are relocated without a choice have less experience and are deprived of certain things when comparing to immigrants who are skilled and educated on the certain topic. The book also begins to talk about the social organization of different cultures, which may be kinship, authority, and roles to members. In the adolescence article I think that it would be more powerful if the different expectations of family members within different cultures were clearly stated. The book talks about how female Muslims are caregivers for the family and males are the ones who make the decisions and provide for the family. There are many barriers that contribute to effective communication among adolescent, culture being one of which.

Third Source Strasburger, V.C., Wilson, B.J., & Jordan, A.B. (2014). Children and Adolescents: Unique Audiences. Children, Adolescents, and the Media. (pp.11-19). United States of America: SAGE Publications.

This book addresses the different ways that adolescents search for their identity and what contributing factors influence certain behavior. The book states that children who used to be acceptant of cuddling are now very distant, physically and emotionally. This book believes that search for identity begins in the teen years as (Strasburger, V.C., Wilson, B.J., & Jordan, A.B.) states “This emerging sense of self is fragile and malleable as teens ‘try on’ different appearances and behaviors.” (p.16). Contributing factors to the search for self as stated in the book is the use of Internet for things such as blogging, posting photos, communication. The book believes that teens do this as an online experiment to find out who they are. As adolescents spend more and more time away from their family they tend to lose the sense of who they are and form a new definition of self. The book states that those teens that spend time with family are loyal and reliable and communicate in a form called narrow socialization. The relationship with parents and family acts as a buffer to bad behaviors during teen years. Those adolescents who search for independence from parents are lenient and into self are categorized as broad socialization. Self-identity occurs through independence and maturation. Similarly, according to this book, independence is dependent on the socialization between teen and parent. This is the time when teens search for a new identity.

So, it looks like we have a lot of overlap with the search for identity. This is great! If that is what we choose we will all have ideas about what to contribute. I believe that adolescent communication is primarily dependant on behaviour and behaviour seems to be different based on what adolescents choose as they search for "who they are" and "who they want to be". I am so excited that we all have some ideas about the search for identity. Cant wait to keep working on the project. Vs14gj (talk) 03:41, 18 October 2014 (UTC)

Summary of ls21ue Sources
First Source Vangelisti, A.L. (2004). Handbook of family communication / edited by Anita L. Vangelisti. Mahwah, N.J : L. Erlbaum Associates, c2004

The chapters in this book that incorporate communication and adolescence are Chapter 16 and Chapter 21. In chapter 16, page 333, parent-child relationships are discussed and described as changing and challenging (Collins, Gleason, & Sesma, 1997). The book believes that parents and adolescents do not necessarily share the same perspectives and views of their relationship and thus the communication is interrupted. This chapter continues to discuss childhood patterns of communication continuing into adolescence by both the child and the parents. This can create conflict and a communication barrier. Throughout adolescence, the perception of a less companionship oriented relationship arises and follows to more independence of the adolescent. Family and family communications vary from person to person but that basics for communication stem from the upbringing of an individual and the expereinces and influences they encounter.

Parent and child relationships are important in adolescence communication and can play a vital role in how the adolescent develops. This information can be used to better define "identity" as an adolescent develops who they are from an upbringing; which the parents play a huge role in. Through the perceptions and development of a new relationship with parents, adolescents change the way they communicate and grow to mature. Family and friends are important in identity and identity development as they allow for growth and support for the adolescent.

Second Source Rawlins, W.K. (1992). Friendship matters: Communication, dialectics, and the life course / William K Rawlins. New York: Aldine de Gruyter, c1992.

This book discusses how friendhsips and communication relate. The pursuit of identity, intimacy and self-disclosure all contribute the the development of the adolescent. Using friendship, an adolescent can have a communication outlet when it comes to things such as self-disclosure, stress or other problems. "Talk with close frineds performs critical functions in structuring sense of self and relationships with others" (Rawlins & Holl, 1987). This book encompasses friendship in every aspect to allow for a better understanding of the importance of relationships with peers and others.

This book overlaps the idea of the importance of friendships and relationships in the identity development and maturity of an individual. Cooperating with peers and being actively involved in the required communcation skills to develop are important in adolescent development. By maintaining openness and acceptance, adolescents can better determine their identity and become more self aware.

Third Source Swanson, D., Edwards, M., & Spencer, M. (2010). Adolescence: Development during a global era / edited by Dena Phillips Swanson, Malik Chaka Edwards and Margaret Beale Spencer. Amsterdam ; Boston : Elsevier Academic Press, c2010.

This book discusses adolescent development. Chapter 4 discusses identity formation and self-development through adolescence. Being in a global era, adolescents have a larger opportunity to communicate online. This advancement in technology allows for growth and a great potential to improve the skills one acquires during the development. Negative impacts are also discussed to show the contrast in how the new technological era is affecting and influencing today's youth.

Chapter 11 furhter discusses disclosure and avoidance to disclose with parents about certain information. This could be incorporated into the identity and adolescent autonomy. Using peer socializing influences, an adolescent makes decisions to disclose, get close to, or back away from a communication encounter. By using dsclosure, a peron can strengthen a relationship and it can also allow for a different perspective to be seen. Again, identity seems to be a reoccuring theme and it plays a huge role in how the adolescent will transition into adulthood. Ls12ue (talk) 19:48, 20 October 2014 (UTC)

Moving foward: Working towards making our edits
In reading all of our summaries it really looks like we have some overlap with respect to adolescents and their identities as well as their use of technology in communicating. Therefore I am thinking that is where we should focus our attention moving forward when we make our edits. What do you guys think? Also I have been rereading the article over the past few days trying to think about where the information would best fit. I know you guys were thinking about creating a section regarding "Communication among adolescents". Given that we are only allowed to add/edit within the social development and culture sections where were you thinking about putting this subsection? I was wondering if it might not be better to edit the content in both the peers (4.2.3) and family (4.2.2) subsections in the relationships section of the social development content? I love the idea of the section we talked about but I am not sure if it wouldn't create some content overlap with those other sections and thus be better to merge it within. Karen R. 18:02, 19 October 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)

I completely agree with the technology aspect. As I said a few times in my summaries, technology in regards to communication is very relevant right now. We are the tech generation! Narrowing in on something like technology will really allow us to expand on other sections, simply be integrating a few pieces about technology. As for technology though, where we are integrating it is my only question. We have so much great information that it'd be a waste to toss it away, I just don't know where to plop it. Any suggestions? Also, Karen, you beat me to the point I was going to make about creating a section! Haha. Because this is already a good article by Wikipedia's standards (and has a following) I would hate the ruin it by adding a section and creating overlap. I agree that just adding more information to 4.2.3 and 4.2.2. would be the better route! And one last thing, are we still focusing on identity management or is that out? Thanks ladies! Ss13zf (talk) 19:19, 19 October 2014 (UTC)


 * Hey guys, yes I agree that we have a lot of overlap with respect to the search for identity. I thought this would best fit in the sub section of sense of identity. This section is already great but after going through all of our sources I think that a lot of us have great material that we could add! I also do think that the technology part is very important, as you said we are the tech generation and I think it really does shape who we are and how the generations have evolved. This is tough when trying to find a section for it though. Maybe somewhere in the relationships section? In one of the books I found it talks about how communication affects the groups people tend to fall in and shapes who they are. Technology in my perspective most definitely changes who people are and how they choose or even sub consciously how they communicate with different people. I think that the search for identity is as very important aspect to elaborate on and how everything ties in with communication. If you guys think of a spot that would be good to enter the technology part though that is awesome !!

Vs14gj (talk) 23:40, 19 October 2014 (UTC)


 * Hey everyone, sorry about my summaries being so late, however I am pleased with everyone's work! In all of my sources I found identity as a reoccuring theme and we all agree that the sub section of identity would bnefit greatly from our collective input. Technology's role in adolescent development and communcation skills is growing and we can display both the positive and negative aspects of this. I founda resource that discusses the potential and negatives that come with the increased technology use. Another key component I was able to find was regarding friendships and adolescents and how they impact things such as self disclosure, intimacy and how the critical task of adolescence is to develop one's identity.

Great work guys!! Were are all on the same page :) Ls12ue (talk) 19:55, 20 October 2014 (UTC)


 * I definitely like the idea of putting in information on the positive and negative aspects of increased technology use as you suggest. My first source has information about the negative impacts of this that we can use! :)

Karen R. 20:11, 20 October 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)


 * 100% agree with putting positive and negatives, seeing as the Wiki guidelines say that we have to keep our page neutral! Also, don't know if anyone touched on on this, but are we moving forward with adding more images or is that a lot to take on? Great work! Ss13zf (talk) 04:13, 23 October 2014 (UTC)
 * Personally I am thinking the images is a lot to take on and seems to be a sensitive topic with current editors on the page as we were informed there were 2 (I think) discussions already ongoing regarding images. I haven't found any images that I am willing to fight for so I am thinking we should leave it alone but if someone else has one they feel strongly about then I am open to discussing it and seeing what we can do. Karen R. 02:26, 28 October 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)


 * Ss13zf and others, regarding WP:Neutrality, we should go by what the WP:Reliable sources state...with WP:Due weight; WP:Due weight is an aspect of the WP:Neutrality policy, and being neutral on Wikipedia means something entirely different than what it means in common discourse. Flyer22 (talk) 04:17, 23 October 2014 (UTC)

Relationships section
Hi guys, I was thinking of making a few changes to the first "in general" section of the relationships section. I want to add some content regarding social comparison and the use of reference groups and sort of introduce the fact that all of this relates to communication, hence its importance. I am going to go ahead a put what I have done on our sandbox. It isn't properly cited yet as I don't have the text with me so I will have to get back to that but I wanted to get going so the stuff in bold is what I have done. Please comment and/or make further changes. The single bolded words are because three sentences in a row were using the word vital which sounded excessive to me but maybe I am just being picky. Karen R. 15:49, 28 October 2014 (UTC)

Also thought I'd start it off on the communication channels. Please go ahead and add to/delete/edit what I have started. Again I've put it in bold so easy to see. I added a paragraph to the peers section. If you guys think it would fit better elsewhere let's go ahead and move it. I know we had discussed putting it here potentially so I thought I would start it here so we can see how it fits and move forward. Thanks :) Karen R. 16:44, 28 October 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)
 * Also I know I still have to fix citations for everything I have done and I will definitely get to that!Karen R. 16:46, 28 October 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)
 * I added a reference to the part about technology, I am really not sure if I did it right so I really appreciate any feedback?!? Thanks!!Karen R. 16:30, 29 October 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)
 * I have done all my citations in this section. Thanks Laura for reading it over and helping me with the citations! Karen R. 18:23, 30 October 2014 (UTC)

Peers
I added a couple of sentences expanding on communication with peers including information from my second source regarding the importance of friendships and some of the benefits or skills derived from them in adolescence.Karen R. 19:02, 29 October 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)

Ls12ue Edits
Here are the breakdowns for the changes/edits I have made so far. Feel free to comment, add or change info as you are completing your edits as well.

Sense of Identity
 * I added a few sentences pertaining to the style and dress of adolescents and relating to fashion changes. I am unsure if the placing works or not but I think it sounds/looks good.

Family
 * I added a sentence in the first paragraph and also in the paragraph regarding divorce. It is just a small change to the paragraph.
 * Looks good! I was thinking of adding more here also but I think we have added quite a bit to the article in general so don't want to overwhelm and your content here fits well. Karen R. 18:24, 30 October 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)

Peers
 * I added a sentence to the first paragraph, as well as a few sentences to the second paragraph. I also added onto one of Kr13al edits. This is the section that I added the most to. They are changes that I feel relate peers and peer groups to adolescent development and identity.
 * I added a similar sentence regarding the intensity of relationships so we should probably look it over and decide which paragraph it best fits in since we each chose different ones. Right now I am thinking I like your spot better and then we'll keep what I have after my sentence regarding the skills/benefits of these relationshipsKaren R. 17:09, 30 October 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)
 * Ok I've made the changes to combine our information in this section like we talked about. Once we add our references I think this section looks great!Karen R. 18:02, 30 October 2014 (UTC)

Romance and Sexual Activity
 * I added a comment to the third paragraph relating technology use and exploration in dating. I just included how adolescents can use technology and social media to persure romantic relations.

Hope everyone's edits are going well and let me know what you think. I have to add my citations still but I have included a "rough" citation in my changes. Ls12ue (talk) 20:04, 29 October 2014 (UTC)

Timeline for Edits
Hi ladies, just thought I'd post a little timeline for the edits we are making. I know we talked about this over text but thought I'd put it on here as well! 1) Oct. 27-29 - make personal edits on the sandbox version, please bold so everyone knows what was changed 2) Oct. 30 - meet in library, go over edits with each others, post our 'warning' on the real page 3) Oct. 31-Nov. 2 - last minute personal changes, get rid of bolding, make final citations 4) Nov. 3 (Monday) - post our final copy of edits in the real page, allow other editors to see and comment on it 5) Nov. 5 (Wednesday) - due date for all this stuff, real page must have our edits on it by this date. Good luck everyone! :) Ss13zf (talk) 16:05, 31 October 2014 (UTC)
 * Perfect! Thanks for keeping us organized Sam :) Karen R. 01:19, 1 November 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)

Update on Bolding Error
Hey Ss13zf,Kr13al, I was able to fix the bolding of the first paragraph issue. Just a simple addition oat the beginning. Everything is looking great. Keep me informed as to when we will be posting on the actual page. We're almost done! Ls12ue (talk) 23:01, 1 November 2014 (UTC)

Update on Edits
Hi ladies! I made a couple extra edits than what we discussed at our little get together, please feel free to take a look at them :) Apart from that I think we are all system go to post in the real article. Let me know what you think! Ss13zf (talk) 22:13, 2 November 2014 (UTC)
 * I took a look and it all looks really good. I did remove one word (both) in the one sentence in the family section to make it flow better but I thought that was a great sentence to add! I forgot to sign in when I edited that one sentence so figured I'd better comment here so you would know it was me.Karen R. 02:49, 3 November 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)

Hi guys, I'm going to put my edits on the real page after lunch. Here is what I plan to say on the actual talk page;


 * Relationships section:
 * Hello everyone, we are posting our edits for our class project now so here are my thoughts and explanations for my edits. I notice in the first subsection, “In general”, there is an excessive use of the word vital which to me detracts from the importance because of this. I have changed a couple of them to different words as I find it reads better. I also added some content to expand on the idea of teenagers using comparison in their social development. This is an important aspect of communication and one’s development of self so I wanted to flesh it out a bit more.


 * I also added some content to the “Peers” subsection. I added a paragraph at the end to discuss the ways in which adolescents communicate with one another. In today’s society technology is becoming more and more important in communication and teenagers especially are a large user of new forms such as texting so my group felt that it was important to include some information regarding this.Karen R. 16:21, 3 November 2014 (UTC)

Karen R. 16:04, 3 November 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)


 * As per our conversations outside of this talk page I am going to post all our edits today and then we will each comment in the actual article talk page to explain our individual edits. Great work everyone!Karen R. 16:30, 3 November 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)

Ok ladies as per our discussions I have now posted our edits to the main article page and started the explanations on the talk page. I tagged Lynn, hopefully correctly. I hope I did it all ok with respect to what we talked about. Bolding was awesome when we were working with each other on edits so we could find things easily but not so fun to remove before posting to the main page but I think I got them all. Great work everyone!!! kr13al 17:27, 3 November 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)

Since Lynn suggested having our edits in bold for those who are reviewing our edits I have been working at putting the bolding back in. I am not done in case you see this and worry that I missed some but also if there are any I have missed please add it in for us :) kr13al 18:26, 5 November 2014 (UTC) — Preceding unsigned comment added by Kr13al (talk • contribs)

Hey guys i have been assigned to edit your wikipedia page. I can see that your starting to add the bolding but i still find it quite hard to follow. There seems to be alot of small edits, maybe making a couple points of were i can look to find your edits would help?

Thanks Brittany Trojek 19:17, 6 November 2014 (UTC) — Preceding unsigned comment added by Bt13kybrock (talk • contribs)


 * Hi Brittany, meant to add the summaries we put on the adolescence talk page regarding our edits but got busy last night. Here is what we posted in the talk page to explain our edits and yes a lot of them were small edits as it was already a pretty good article with a few Wikipedia editors paying close attention.

Summary of Edits

 * Hello everyone. We posted our edits today for our class project and I am tagging our professor so that she can see this; user:LynnMcCleary. As we have explained above this is a class project for our communications class so we were focused on adding/editing information on adolescence with an eye to communication. I have posted the edits for everyone in my group but we will each be explaining our particular contributions.


 * My edits were focused on the relationships section of social development;
 * I noticed in the first subsection, “In general”, there is was an excessive use of the word vital which to me detracts from the importance of the material as it loses its effect. I have changed a couple of them to different words as I find it reads better. I also added some content to expand on the idea of teenagers using comparison in their social development. This is an important aspect of communication and one’s development of self so I wanted to flesh it out a bit.
 * I also added some content to the “Peers” subsection. I added a paragraph at the end to discuss the ways in which adolescents communicate with one another. In today’s society technology is becoming more and more important in communication and teenagers especially are a large user of new forms such as texting and we as a group felt that it was important to include some information regarding this. I also added a sentence earlier in the peers section regarding the different social skills attained through peer communication.
 * The rest of our group members will post similar explanations shortly. Overall we did not change or add much I don't think as it is already a great article. We just tried to add some communication information that we felt added to the article and we hope you agree. Thank you for your previous comments and assistance. kr13al 17:15, 3 November 2014 (UTC)


 * Hello Adolescence page! I am working alongside kr13al and ls12ue in our nursing communication project on this page. I'm very happy to see some positive feedback on the changes we have made, and are very open (and hoping for) criticism. My edits were focused on the Identity development, self-concept, sense of identity, and self-esteem sections of this article. I adjusted the opening sentences in each section to open up the flow, and make it sound a little bit less intimidating. I also added various definitions (self-esteem, self-concept) so give readers a little more insight into the topic at hand. I fixed a few grammatical and spelling errors (very minor, changed 'grad' to 'grand', and added a few commas) simply syntax fixes. I put a very valuable citation in this article that discusses communication through various elements of the adolescent life circle and I definitely recommend giving it a read if this topic is of any interest to you. Finally I added a little blurb about the importance of the parent-child relationship in regards to online communication and social media in the Family section of this article. I tried to stay as neutral as possible, by giving the parents, child's, and professions views (and cited a source that was very neutral as well).
 * Again thank you all so much for your help along the way with this project. It has been a journey, but I speak for our entire group when I say that it has been a great learning experience. So many of you have helped us on our sandbox and on this page, and I know there is so much more guidance coming.There will only be a little more action on this page from us in the next couple weeks (peers will be looking at our edits and will suggest changes, and we can decide how and if to incorporate those changes). Thanks again everyone! Be bold! :) Ss13zf (talk) 03:51, 4 November 2014 (UTC)


 * Hello Adolescence Wikipedia page. As the final member of our group for our editing project I am going to explain my contributions. I tried to add in little detials to the sections that help give a better understanding of them. For "Sense of Identity", I simply added a comment about how adolescents style themselves in different manners to find what best suits them. The "Family" sections was well-informed so I added a sentence regarding the increasing independence of adolescents and the opposing struggle to maintain a caring relationship with parents. I felt that this is a major struggle in adolescence and that many can relate to it. For the "Peers" sections, I included technology as a way to broaden friendships and peer grouos as well as choosing peers based on similar characteristics found in the adolescent themselves. My last edits was in the "Romance and Sexuality" section where I felt it was very important to include how technology, such as social media can be used to seek out romantic relationships. All in all we did few edits but we made sure that the information we did add was relevant and relatable.
 * Thank you everyone for your comments and support along our project. You gave us compliments and a general guide to follow while editing. I hope you apporve of our changes and feel free to modify anything that could be worded or phrased better. Ls12ue (talk) 14:30, 4 November 2014 (UTC)


 * I hope that helps and if not let us know! Thanks. kr13al 19:41, 6 November 2014 (UTC)