The Yellow Brick Road An Adolescent Journey to Self Discovery By Sharon M. Bitz Capella University Adolescent Psychology PSY 7230 Abstract This paper demonstrates that as Adolescents experience too many stressors on their journey to adulthood they can become "derailed", developmentally delayed, get involved in drugs or other poor decision making and need a special path of support in order to reconnect with their true identities. It provides a kind of blueprint for what types of experiences and relationships schools and programs can provide that would facilitate progress through adolescence to a productive adulthood. Introduction The purpose of this paper is to help parents whose son or daughter is having difficulty transitioning through adolescence understand what kind of program or school placement might assist their child on this journey. I like stories a lot and often look to them for symbols. I will refer to the story of the Wizard of Oz as a metaphor since it is a tale with which most of us are familiar, and the experiences that the four friends (Dorothy, the Tin Woodsman, the Cowardly Lion, and the Scarecrow) encounter along the way tie in nicely with the journey I will be describing. Just as the Tin Woodsman used to be well oiled and able to do his work, the Lion knew at one time that he was the king of the jungle, the Scarecrow was competent to keep the crows away, and Dorothy knew where she belonged. But times changed, things happened, stressors occurred as they went through life and they each found they had in some way lost their connection to themselves, their abilities, their family, their self-esteem. Similarly, some adolescents get lost or disconnected from their genuine self or have difficulty, struggle, and become "derailed" as they transition through adolescence on their way to adulthood. The Yellow Brick Road on which the four friends traveled together was a route through opportunities and experiences where, as peers, they came to be acquainted with one another, received help from mentor types (Glinda the good witch for example) and eventually arrived at their own answers by knowing themselves. They started out looking outside themselves for answers, seeking a wise wizard, having no clear identity of their own, and ended up knowing they had what they were looking for all along. Defining Adolescence "It's an extraordinary time when individual, developmental and cultural factors combine in ways that shape adulthood. It's a time of marked internal development and massive cultural indoctrination" (Pipher, 1994, p.26). To begin to understand the need for a "Yellow Brick Road" we must first understand what happens in adolescence. To understand what happens in adolescence we need a working definition. While there are many varied models and theories for what adolescence is, including biological, psychodynamic, cultural, interpersonal, cognitive, social learning, and developmental theories, when we bring them all together to arrive at a simple working definition, here are the basics (Jaffe, 1998; Muuss, 1996): Adolescence is the period and process of development from child to adult, involving multiple dimensions. First, the development involves maturation of neurological organization in the brain. This is reflected in mature cognitive processes, affective processes, and behavior. Second, it includes physical maturation of the body, involving growth in size and change in profile. Third, it involves maturation of the sexual/reproductive system, physically and behaviorally. Fourth, it involves a sense of self as an adult, that is, as an autonomous, self-directed human being. Fifth, it involves the acquisition of adult status in the social group of the culture. Sixth, it involves development of behavioral self-control in interaction in the community (Newton, 1995, p.23). Based on this definition, knowing that a child is dealing with their body changing (maybe faster or more slowly than their peers which can present it's own challenges), while they are also dealing with trying to become more independent from their parents (which is often misinterpreted and can create parental reactions (Jaffe, 1998)), they may be experiencing themselves as a sexual being for the first time, all of these are normal firsts, which can provide challenges for the teenager. But, if additional stressors are added simultaneously to this process of changes, adolescents can become "derailed", developmentally delayed, or unable to cope productively with all that life hands them at this time. Some examples of these "nonnormative" stressors which could cause this kind of disruption might be a death of a friend or family member, poor personal health or that of a family member, a physical disability, poverty, racial discrimination, family or ethnic violence, parental divorce or separation, frequent moving from place to place, victim of a violent act or sexual abuse, a learning disability that is not responded to, and adoption (my personal opinion) (Jaffe, 1998; Harper & Marshall, 1991). This is not to say that if any one of these is added to any adolescent's list of stressors that they will not be able to cope, there are other variables that determine coping skills as well, such as vulnerability and resilience (Jaffe 1998). It does mean that any one of these stressors in addition to what adolescents already cope with has the potential to "break the camel's back" so to speak, and certainly the risk is increased with the number of nonnormative stressors that are added simultaneously. "Going through several important changes at once inevitably takes an emotional toll. Most people can cope with a succession of negative life events if stressors are spread out over time, but each subsequent transition makes coping more difficult" (Jaffe, 1998; Cohen, Burt, & Bjorck, 1987). Perhaps you can look at your child's experience as they entered adolescence and see where the stressors became too great. Possibly they suffered from that like our friends in the Wizard of Oz. The Cowardly Lion became paralyzed by fear and lost his voice and power. He needed to find the courage to face hard issues, face his fears. Perhaps your child is a student who when he/she became overwhelmed, was consumed by fear and just withdrew in some way, rather than speaking up. The Scarecrow felt incompetent, stupid, his self-esteem was very low and he stopped trying. He felt like he didn't have a brain, possibly like your child with a unique learning style who needs to understand his/her strengths and to develop coping strategies. The Tin Man was rusted or unmotivated, disconnected and depressed, he felt a void inside and he was looking for his heart. The Tin Man said, "I long to be tender, gentle, and awful sentimental". Dorothy had lost her parents, was living with a depressive aunt and uncle in an unfamiliar place, became caught up in a metaphoric cyclone and was disconnected from her home, family, and those who loved her. Hence, the need for the Yellow Brick Road, a particular path (environment, placement, process, program, school) with the right kind of experiences and support to help the adolescent arrive with the knowledge of who they are and having found what was missing. "Toto, We're Not in Kansas Anymore" Dorothy's comment to her dog, Toto, when she found herself on the yellow brick road and realized that this was a whole new adventure. Once adolescents become seriously off track and engage in high risk behaviors, negative peer culture, and disconnect from family members, it can be very difficult for them to see a way out while they are in the middle of this spiral, "the Kansas cyclone" if you will. Sometimes it requires a change, an opportunity for objectivity, something like a separate path that they go on, and a journey of self-discovery. That may look like any number of things depending on the specific problems, for example, a therapeutic boarding school, residential treatment, wilderness intervention, or even staying with an extended family member for a period of time. But any intervention or "new journey" should have certain components if it is to facilitate the process of self-discovery and self-knowledge and ultimately lead to adulthood. It should provide assessment, a positive peer group, meaningful group experiences, family participation, academic education that meets the specific learning needs, self-esteem building opportunities, and adult mentors. This program should help the students understand the experiences of the past, understand who they are today, and prepare them for a productive future. Assessment Before anyone sets foot on the "Yellow Brick Road" (a new and different journey), it is important that their abilities and needs are assessed, in some cases they may require an alternative program once we know more from the testing and evaluation. Testing is used to determine individual differences and needs, a teenager's abilities, strengths, personality style, and emotional functioning. Examples of appropriate tests to have administered would be the Wechsler Intelligence Scale for Children (WISC), which is a standardized instrument for measuring intelligence: verbal and math skills, memory, spatial cognition, and problem solving skills (Sternberg & Powell, 1983); the Minnesota Multiphasic Personality Inventory (MMPI), which assesses personality; Woodcock Johnson, which is a psycho educational battery of tests, evaluating educations strengths and deficits; Millon Adolescent Clinical Inventory (MACI), which identifies or rules out (measures) clinical symptoms (things like anxiety and depression) and also yields personality-related data. Students should also take a SASSI addictions test that helps us understand their level of addictiveness since chemical dependency is common among "at risk" adolescents. In addition, as part of the assessment for appropriateness to this school or program, the adolescent should meet with a Psychologist who can conduct an interview with him or her to assess impressions. With the results of this array of testing and an interview, one can more thoroughly understand the student's cognitive ability, level of addiction, any particular learning style need, and special strengths they possess. We can rule out any pathology or extreme clinical syndromes that would require an alternative setting and limit their success in this school or program. The Scarecrow was seeking a doctorate of Thinkology. Perhaps he had a special learning style or need and didn't know the coping skills he required. Appropriate assessment allows us to teach kids to cope with their particular style of learning, not everyone learns the same as those who argue for across the board standards would have us believe. Assessment is critical in order to identify how a child needs to be taught which ends up being an essential component to whether self-esteem is increased or decreased in the classroom. One of the important aspects of a good school or program for struggling teens is that it provides academic education appropriate to the student's unique style of learning. Or, perhaps the Scarecrow was seeking a doctorate of Thinkology because he had an impulsivity disorder and needed help to learn to think before he spoke or how to read social cues. These important needs would be brought to light through a thorough assessment. Positive Peer Group "Most teenagers come to prefer the companionship of peers to that of family members" (Jaffe, 1998 p.269; Blyth et al., 1982; Csikszentimihalyi & Larson, 1984; Larson et al., 1996; Montemayor & Hanson, 1985). Adolescents are asserting their independence from their parents in many ways as they try to become more autonomous and establish each his own identity. "Negative peer influence is magnified by low self-esteem and excessive need for approval" (Jaffe, 1998 p.408). Members of adolescent peer groups usually are similar to begin with and influence each other in the direction of greater similarity (Mounts & Steinberg, 1995), so prosocial peers model and reinforce prosocial behaviors like consideration of others, honesty, and empathy. While deviant peers encourage antisocial or self-destructive behaviors (Jaffe, 1998). Studies have also shown that it is unusual for a "troubled" teen to lead well-meaning peers down the road to ruin (Brown, 1999). It is important, then, to provide an educational setting for adolescents who are "at risk" where the peer influence is positive, supporting academic achievement and positive core values. Where there are "big brother" and "big sister" types who have been practicing their values and demonstrate empathy, honesty, and clarity, who can be peer leaders to those students who are newer in the school or program. One of the wonderful prosocial peer experiences that happened for the Tin Man and the Scarecrow on their journey was when the Scarecrow's hair caught on fire and the Tin man just naturally fell on the fire and put it out. It was spontaneous empathy. The Tin man who thought he had no heart was given an opportunity to demonstrate otherwise. For the Lion, he forgot his fear when he learned that the witch was holding Dorothy hostage and he was going to save her. The love he allowed himself to feel overcame his fear. It is important that a school for struggling adolescents is able to provide each student with obvious opportunities to practice prosocial skills and values with their peers. When Dorothy was leaving, the Tin Man said, "Now I know I have a heart because it's breaking." His experiences on the road taught him caring and trust. Community service at one's own school and in the larger community are important lessons in how we affect our world and how giving can be a self-esteem building opportunity. A school or program should provide important engaging and meaningful group experiences that students go through together so they see their positive common ground. Remember, students who are part of a peer group that is based on something positive will tend to influence one another in that direction (Mounts & Steinberg, 1995). "Relationships are powerful agents for change. Schools could foster groupings organized around talents, interests, and needs, rather than cliques" (Pipher, 1994, p.290). Family Participation When Aunt Em came there to live she was a young, pretty wife. The sun and wind had changed her, too. They had taken the sparkle from her eyes and left them a sober gray: they had taken the red from her cheeks and lips, and they were gray also. She was thin and gaunt and never smiled, now. When Dorothy, who was an orphan, first came to her, Aunty Em had been so startled by the child's laughter that she would scream and press her hand upon her heart whenever Dorothy's merry voice reached her ears; and she still looked at the little girl with wonder that she could find anything to laugh at. Uncle Henry never laughed. He worked hard from morning till night and did not know what joy was…he looked stern and solemn, and rarely spoke" (Baum, 1900). While families are not solely responsible for how a child develops through adolescence to adulthood (there are many factors that that can have a bearing), research and common sense tell us that families and their parenting style have a great opportunity for influencing this process of maturity. It is essential, then, that any school or program attempting to help an adolescent safely to adulthood includes the involvement and influence of parents and family members. Research shows that the most effective parenting style in rearing children through adolescence is "Authoritative". Parents who are warm, firm, and involved depict this style. These are the three components of competent parenting (Forehand & Nousiainen, 1993; Kurdek et al., 1994). Authoritative parents are sensitive to their children's changing needs at this time and use reasoning and persuasion to gain compliance. They explain rules, discuss issues, and encourage verbal give and take. They encourage independent thinking and are respectful of opposing views (Chu & Powers, 1995). These parents set realistic standards, state clear rules, and provide opportunities for their children to feel competent and worthy. They are not permissive. Authoritative parents are willing to assert their authority when reasoning doesn't work. By enforcing rules fairly and rationally, they gain their child's respect and acceptance of parental authority (Baumrind, 1989). Other parenting styles such as "Authoritarian" (punitive), does not encourage independent thinking and discourages self regulation; "Permissive" (enmeshed and /or indulgent), children end up lacking self control and have difficulty relating to authority figures (Capaldi & Patterson, 1991); "Rejecting-Neglecting" parents disengage from their children's lives and children have poor self concept, drug and school problems (Weiss & Schwartz, 1996). Setting all influence of major nonnormative stressors aside, "Parents who have a balanced, authoritative style usually have children who are well adjusted, have positive self-concepts, and are socially and academically competent" (Jaffe, 1995; Amato,1989). A good program or school, then, should provide experiences where students gain perspective on relationships with family members and opportunities to rebuild those important relationships. Such a school would also provide support and education for parents on how they might adjust their lifestyle or parenting style to better serve the needs of their developing adolescent. In addition to a positive parenting style, adolescents today need something different in the way of information from their parents. It used to be, many years ago, that adolescents lacked information. Part of the role of the family was to fill in the gaps with additional information. Adolescents in today's American culture have a great deal of information that arrives in a chaotic way, and the role of the family now is to help in extract the meaning from the over abundance of information (Pipher, 1996). Mentors and Teachers Glinda, the good witch, did not give Dorothy all the answers, but she set her on a path where she could find the answers. Our world is so cluttered, full and obscure that young people find it difficult to even see a path. By separating them out, giving them perspective, and a clear path young people can find what they are missing. Glinda showed Dorothy how to use the flying Monkeys (who had been evil) to her advantage, to get back home. Sometimes an attribute that works against an adolescent such as stubbornness, can be channeled toward a passion or social cause and become persistence and determination. Mentors and teachers should help students do this. The Wizard gave them symbols (for example, a fabric and sawdust heart, a diploma, and others) of what they already had, but needed to accept about themselves. It is the role of mentors and teachers to help adolescents see their unique gifts and individual strengths. "When teenagers have been asked who the most significant adults in their life are, they normally answer parents, older siblings, and other extended family members. But, they also mention at least one adult unrelated to them" (Jaffe, 1995 p. 225; Hamilton & Darling, 1996). This underscores the importance for young people to have adults in their lives that they can look up to and trust. Their role can be to provide information, support prosocial behavior, and be good role models. The best mentors and teachers are those who have a style of communicating that let teenagers know they can be trusted and are open to dialogue, who take risks and share their personal experiences and encourage young people to question their own motives (Gottlieb & Sylvestre, 1995). Teenagers admire fairness in a teacher and a willingness to help with problems. Teachers and mentors should inspire critical thinking and help without doing it all for them (McGuire, 1994). "Another important task involves pointing adolescents toward young adult or older adult mentor figures who can provide three-dimensional role models as alternatives to family values and views." "The commitment and excitement of the mentor about the job, as well as his or her willingness to steer the teen into a preparatory track, are most helpful"(McGuire, 1994 pp.85, 137). Once again, parents, when evaluating a school or program to help their adolescent, should look for a strong mentoring program. A school where the adults have the ability to quickly create trusting relationships with the students and where this is given importance, and where the adults and their values appear to be the kinds of role models you would want your child to have. Adults with whom it would be safe to feel remorse, shame, hurt, and joy; who would not save students from the pain and discomfort that fosters growth and depth of character, but who would support them as they go through it. "Growth requires courage and hard work on the part of the individual and it requires the protection and nurturing of the environment" (Pipher, 1994, p.292). Self Esteem Building Experiences Cowardly Lions are so quick to give up on everything, because they are consumed by fear. Fear of not being good enough, smart enough, attractive enough…. Ones goal should be to provide them with esteem building challenges; many little ways each day to reemphasize that they are able. "Self-esteem is how we feel about who we think we are. That is to say that self-esteem is the evaluative component of self-concept, with both cognitive and emotional factors" (Jaffe, 1995 p194; Baumeister, 1993). The noted psychologist Carl Rogers (1961) believed that positive self-esteem was central to a healthy personality. People who like themselves general have positive feelings about other people and their lives in general. People with low self-esteem generally feel insecure socially and anxious about the future (Kernis et al., 1993). Research shows a strong correlation in adolescence between low self-esteem and conformity, drug use, delinquency, depression, and suicidal thoughts (Bolognini et al., 1996). Since it is precisely this population whom we are concerned with, any appropriate school or program placement should have plenty of opportunities for students to challenge themselves in areas that matter to them. Students build self-esteem when they are able to see what they can do, when they feel success or accomplishment, particularly in an area that they care about and feel is important. According to psychologist William James, our self-esteem is increased or decreased according to our success or failure in a domain that is important to us. Examples could be sports, academics, social, physical, and more (Covey & Feltz, 1991). These students need more wholesome rituals for coming of age or acknowledging growth, celebrations and ceremonies to mark their importance (Pipher, 1994). "With puberty, adolescents face enormous cultural pressure to split into false selves. The pressure comes from school, magazines, music, television advertisements and movies. It comes from peers. Self esteem is based on the acceptance of all thoughts and feelings as one's own, adolescents lose confidence as they "disown" themselves." (Pipher,1994, p.38). A good school or program should include opportunities for some athletics, physical challenges (rock climbing, ropes course, hiking), academic achievement, leadership roles, teaching younger students, and social causes. Anytime a student can accomplish something they weren't sure they could do, something they care about, their self-esteem will be strengthened. Identity- One of the confusing aspects to growing up, and deciding how to feel about ones self is first knowing who one is: Identity. Erik Erikson (1950, 1960, 1968) proposed that adolescence, being a time of plentiful opportunities for exploration, is the ideal time for deconstructing one's childhood identity and reconstructing a viable adult identity. According to Erikson, identity resolution is the primary challenge of adolescence. He coined the term "identity crisis" to refer to adolescents as they seriously question their primary personal characteristics, their view of themselves, and their doubts about the meaning and purpose of their lives (Erikson, 1960). Students who are struggling in adolescence are sometimes in a state of "Identity Diffusion" where they have not internally consistent set of values and goals and are not really searching for anything. They may appear carefree, but in reality feel unmotivated, disengaged, and unfulfilled (Patterson, Sochting, & Marcia, 1992). Their family relationships are often strained, they often use drugs, and they tend to be underachievers (Adams, Dyk, & Bennion, 1987). "Me" (a poem by a 17 year old struggling adolescent girl) Like a cowardly lion, I sit in a corner wondering what comes next? What came before? Why am I here? Where am I going? These questions I've asked. These questions I will ask I wish you well. I wish I could see the real me. See if there is something to be seen…. When adolescents are struggling, they are frequently unclear about who they are. A good school or program will provide experiences, group process, and writing assignments that will facilitate the deconstruction of childhood, the establishing of a belief system and the reconstructing of future based on those values. Our friend, Dorothy was a character whose complicated circumstances had clouded her true identity from her view. Glinda, the good witch advised Dorothy never to let the Ruby Slippers (originally silver shoes) off her feet. I believe they were a symbol of something we look for in every student, that sparkle, that shine, signs of live, or passion, or the inner core shining through. Dorothy was very lost and distant from her family- but her desire remained. She was strong and resourceful and ultimately used something pure, simple, natural and soft to destroy the hard and the inflexible evil witch …water. Summary and Conclusion As parents of adolescents in crisis, it is important to look for a school or program placement that is prepared to assist your child through to his or her maturity. Based on what we know about struggling adolescents, there are specific components that this type of program or school should have as part of their curriculum: Assessment, positive peer group, meaningful group experiences, family participation, academic education that meets the specific learning needs, self-esteem building opportunities, and adult mentors. If these criteria are met, parents can feel reassured that this environment is more likely positioned to assist their child in transitioning to adulthood. References: Amato, P.R. (1989). Family process and the competence of adolescents and primary school children. Journal of Youth and Adolescence 18(1), 39-53. Baum, Frank L. (1900). The Wizard of OZ. (p.2). Baumeister,R.F. (Ed.). (1993). Self-esteem: The puzzle of low self-regard. New York: Plenum. Baumrind, D. (1989). Raising competent children. In w. Damon (Ed.), Child development today and tomorrow. San Francisco: Jossey Bass. Blyth, D.A., Hill, J.P., & Thiel, K.P. (1982). Early Adolescent's significant others. Journal of Youth and Adolescence, 11, 425-450. Bolognini, M., Plancherel, B., Bettschart, W., & Halfon, O. (1996). Self-esteem and mental health in early adolescence: Development and gender differences. Journal of Adolescence, 19, 233-245. Brown, B.B. (1990). Peer groups and peer culture. In S.S. Feldman & G.R. 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