In our response to "Deliberating Public Policy Issues with Adolescents," we address the matter that students seem to be reluctant to changing their minds, opinions, and initial positions in classroom deliberations and instead see such deliberations as an opportunity to perform and publicly announce their preexisting views. We argue that…

Emphasizes necessity of reconsideration of adolescent development, for these reasons: the view of childhood has changed; females have not been systematically studied; theories of cognitive development favor mathematical and scientific thinking over the humanities; and because the psychology of adolescence is anchored in separation and independence…

Discusses teenage girls' life experiences as a way to identify sources of conflict emerging from their cultural perspectives. Considers some theoretical issues relevant to the development of a critical pedagogy and the empowerment of teenage girls. Offers a starting point for thinking about appropriate ways for feminist educators to work with…

A model of social skills in childhood and adolescence using the concepts and literature on symbolic interactionism is proposed. Its components (role-taking, role-making, definition of situation, and self) and their potential contributions to social skills analysis are discussed. An application to friendship making and possible model limitations…

Argues for the importance of considering the perspective of people with disabilities when thinking about outcomes. Claims that recognition of this perspective implies that school personnel, with the leadership of special services personnel, need to identify the ways (sometimes through modifications and adaptations) in which students can achieve…