Cognitive Development During Adolescence

Byrnes, James P.

doi:10.1002/9780470756607.ch11

Cited by 47 publications

(43 citation statements)

References 51 publications

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“…It is important to understand the developmental context of misinformation in this cohort. The abundance of misconceptions characterizes adolescent cognition in many subject areas, as the development of the various cognitive competences gradually challenges preexisting naïve conceptions (Byrnes, 2003). Young adults display improved decision making and planning and an increasing ability to integrate complex information in problem solving (Eccles, Templeton, Barber, & Stone, 2003).…”

Section: Accuracymentioning

confidence: 99%

The Information-Motivation-Behavioral Skills Model of ART Adherence in Romanian Young Adults

Dima

Schweitzer

Amico

et al. 2013

Journal of HIV/AIDS & Social Services

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Developing theory-driven and culturally-appropriate support for treatment adherence is critical to positive health outcomes in adolescents and emerging adults living with HIV/AIDS. Romanian young long-time HIV survivors represent a special population requiring urgent assessment of specific adherence-support needs. We adapted the Information-Motivation-Behavioral Skills (IMB) model of adherence to this population via thematic analysis of data from focus groups with service users and medical professionals. We identified various adherence-relevant themes consistent with previous IMB-model research, but also new themes such as the role of informational conflicts, long-term goals and altruistic motivation, which reflect the long-term treatment experience and the developmental characteristics. The IMB model of ART adherence in Romanian youth 3 of 29 IntroductionAdolescents and young adults represent over 70% of the people living with HIV/AIDS (PLWHA) in Romania, most of them infected at early ages in hospital settings because of contaminated blood transfusions or nonsterile medical equipment (Buzducea, Lazăr, & Mardare, 2010), as part of the nosocomial spread of HIV in the early stages of the epidemic (1986 to 1992) in Europe and the United States (Franceschi, Maso, & La Vecchia, 1995). Of the estimated 10000 Romanian children affected at the time, about 7000 are longterm HIV survivors, and 68% of these are actively monitored (Buzducea, et al., 2010).Although this cohort has extended histories with antiretroviral therapy (ART), the transition to adulthood brings a new challenge as behaviors change from having adherence largely managed by a caregiver to self-management, which tends to be associated with reduced adherence (Sawyer & Aroni, 2005). Whereas newer formulations provide more 'forgiveness' for non-adherence, sustained near-perfect adherence is still recommended for positive clinical results (Conway, 2007). A recent national survey (Blagoslov, Luca, Ene, Duiculescu, & Lazăr, 2008) revealed that 63% young PLWHA reported non-adherence to ART, suggesting that non-adherence may be common in young adults. Despite universal access to HIV treatment and care in Romania, effective services for supporting consistent use of available treatment are underrepresented in the literature and in practice. Therefore urgent research and interventions are needed to support the attainment and maintenance of optimal medication adherence in this cohort (UNAIDS, 2012).Identifying the determinants of ART adherence is the first step toward developing empirically-guided, well-situated targeted interventions, but research on this population is scarce. Several factors such as long-term lack of symptoms, fear of disclosure, travel, forgetting, or distress have been identified as relevant for non-adherence in young Romanian PLWHA (Blagoslov et al, 2008). However a comprehensive theory-based needs assessment In developing IMB model based interventions, the authors recommend a 3-step process: elicitation work with the target group, intervention ...

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Section: Accuracymentioning

confidence: 99%

The Information-Motivation-Behavioral Skills Model of ART Adherence in Romanian Young Adults

Dima

Schweitzer

Amico

et al. 2013

Journal of HIV/AIDS & Social Services

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show abstract

“…Much of this crucial later development takes place in adolescence. In fact, mental development after the age of twelve is characterized by a growing ability to apply abstract and formal reasoning, leading to advanced mastery and use of specific meta-cognitive abilities, which in turn allow teenage boys and girls to attain greater self-consciousness (Byrnes, 2003), and a more sophisticated understanding of emotions. In fact, adolescents move from understanding emotions in terms of their external causes, to emotion understanding as a ''reflective'' emotional competence, as emerges from Harris and colleagues' account of the development of emotion understanding (Harris, 2008;Pons, de Rosnay, Doudin, Harris, & Cuisinier, 2006).…”

Section: Introductionmentioning

confidence: 99%

Children's and adolescents' narratives of guilt: Antecedents and mentalization

Grazzani

Ornaghi

Antoniotti

2011

European Journal of Developmental Psychology

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“…Herman (1981) suggested that the onset of puberty brings a heightened awareness of sexuality that in turn leads many young people to disclose abuse they had experienced many years beforehand. Byrnes (2006) reviewed the literature on adolescents' decision-making abilities and points to studies which have found that older adolescents are more capable of considering multiple options resulting in meeting different needs, (Byrnes & McClenny, 1994;Byrnes, Miller & Reynolds, 1999;cited in Byrnes, 2006) and anticipate a wider range of consequences of their actions (Lewis, 1981;Halpern, Felsher, & Cauffman, 2001;cited in Byrnes, 2006). According to Byrnes (2006), cognitive skills do develop in several important ways during the adolescent period.…”

Section: Levels Of Influence Individual Influencesmentioning

confidence: 99%

“…Byrnes (2006) reviewed the literature on adolescents' decision-making abilities and points to studies which have found that older adolescents are more capable of considering multiple options resulting in meeting different needs, (Byrnes & McClenny, 1994;Byrnes, Miller & Reynolds, 1999;cited in Byrnes, 2006) and anticipate a wider range of consequences of their actions (Lewis, 1981;Halpern, Felsher, & Cauffman, 2001;cited in Byrnes, 2006). According to Byrnes (2006), cognitive skills do develop in several important ways during the adolescent period. Older adolescents and adults not only have more knowledge than younger adolescent and children, they demonstrate greater facility in making use of this knowledge to remember, reason, make decisions, and solve problems.…”

Section: Levels Of Influence Individual Influencesmentioning

confidence: 99%