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Smith, R., et al. (2012). Youth transportation autonomy. Rehabilitation Psychology, 57(3), 245–253.
Thaler, R. H., & Sunstein, C. R. (2008). Nudge: Improving decisions. Yale University Press.
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U.S. Department of Health & Human Services. (2023). Personal autonomy & life skill development.
UNICEF. (2022). Youth protection & rights in everyday decisions.
WHO. (2023). Health decision literacy global framework. World Health Organization.

American Foundation for Suicide Prevention. (2023). Teen suicide prevention facts & strategies. AFSP Press.

American Psychiatric Association. (2022). Suicide risk assessment guidelines. APA Clinical Practice Standards.
American Psychological Association. (2021). School-based suicide intervention systems. APA Policy Division 53.
Andover, M. S., et al. (2012). Non-suicidal self-injury risk. Clinical Psychology Review, 32(6), 482–495.
Asarnow, J. R., et al. (2017). Family-based suicide prevention. JAMA Pediatrics, 171(1), 110–118.
Barker, E. T., et al. (2010). Peer conflict and suicidal ideation. Development & Psychopathology, 22(4), 889–903.
Beautrais, A. L. (2003). Risk factors review. Psychological Medicine, 33(1), 13–27.
Beck, A. T., et al. (2005). Cognitive model of suicide. Behavior Research & Therapy, 43(9), 1251–1265.
Berman, A. L., & Silverman, M. M. (2019). Legal considerations in suicide prevention. Suicide & Life-Threatening Behavior, 49(6), 1561–1572.
Biddle, L., et al. (2019). Media exposure and contagion risk. The Lancet Psychiatry, 6(6), 475–483.
Brent, D. A. (2016). Neurobiology of youth suicidality. J Clin Psychiatry, 77(Suppl 2), 8–12.
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Cheek, S. M., et al. (2022). Digital self-harm in teens. Journal of Adolescent Health, 70(2), 323–329.
Clarke, D. E., & Kirzinger, A. (2021). ED crisis response. Emergency Medicine Clinics of North America, 39(3), 559–572.
Cohen, J. A. (2016). PTSD & self-harm in teens. Child & Adolescent Psychiatric Clinics, 25(3), 431–448.
Cox, G. R., et al. (2018). School-based prevention meta-analysis. The Lancet Psychiatry, 5(12), 957–966.
Czyz, E. K., et al. (2013). Transition risk after hospitalization. Pediatrics, 131(5), e1134–e1142.
DeSisto, M. W. (2020). LGBTQ+ youth suicide disparities. Journal of LGBT Health, 7(4), 202–211.
Esposito-Smythers, C., et al. (2011). Cognitive therapy for teens. J Clin Child & Adolescent Psychology, 40(5), 621–632.
Fazel, S., et al. (2017). Justice-involved youth suicide risk. JAMA Pediatrics, 171(7), 705–711.
Fergusson, D. M., et al. (2003). Self-harm behavior pathways. Psychological Medicine, 33, 1357–1364.
Fortune, S., et al. (2021). Restrictions on lethal means. Cochrane Review, 7, CD013399.
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Gould, M. S., et al. (2018). Peer support models. Journal of Child Psychology & Psychiatry, 59(7), 805–814.
Granello, D. H. (2010). Safety planning for schools. School Psychology Quarterly, 25(3), 265–276.
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IOM. (2015). Preventing youth suicide in schools. Institute of Medicine.
Joiner, T. E. (2005). Why people die by suicide. Harvard University Press.
Khan, M. M. (2022). International suicide prevention frameworks. World Psychiatry, 21(3), 324–334.
King, C. A., et al. (2019). Safety and adaptation in treatments. Journal of Clinical Child & Adolescent Psychology, 48(3), 387–403.
Klonsky, E. D., & May, A. M. (2015). Suicide ideation-to-action framework. International Journal of Cognitive Therapy, 8(2), 114–129.
Laye-Gindhu, A., & Schonert-Reichl, K. A. (2005). Peer dynamics. Journal of Youth & Adolescence, 34(4), 329–339.
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Linehan, M. M. (2014). DBT for self-harm & suicide. Guilford Press.
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Shneidman, E. S. (1996). The suicidal mind. Oxford University Press.
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Stanley, B., & Brown, G. K. (2012). Safety plans that work. Cognitive & Behavioral Practice, 19(2), 256–264.
Stone, D. M., et al. (2017). CDC technical packages for suicide prevention. American Journal of Preventive Medicine, 53(3), 442–449.
Tingey, L., et al. (2016). Indigenous youth frameworks. American Indian & Alaska Native Mental Health Research, 23(2), 1–22.
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Yip, P. S., et al. (2021). Worldwide youth intervention research. The Lancet Psychiatry, 8(12), 1031–1046.
Zimmerman, M. A., et al. (2013). Resilience buffer for suicidal behavior. American Journal of Public Health, 103(12), e26–e32.

American Academy of Pediatrics. (2023). Substance use screening in adolescents. Pediatrics, 151(4), e2021056034.

American Psychiatric Association. (2022). Substance-related disorders: Clinical guidance for youth. APA Publishing.
Andrade, B. F., et al. (2019). Family dynamics influencing teen substance use. Journal of Youth and Adolescence, 48(6), 1130–1145.
Anthony, J. C., & Petronis, K. R. (1995). Early-onset drug use and risk patterns. Drug and Alcohol Dependence, 40(1), 9–15.
Babor, T. F., et al. (2010). Alcohol misuse public health impact. Addiction, 105(5), 817–843.
Baines, L., et al. (2021). Peer influence and teen alcohol misuse. Journal of School Health, 91(6), 483–492.
Becker, S. J., & Curry, J. F. (2014). Depressive symptoms and substance use interaction. Journal of Consulting and Clinical Psychology, 82(4), 604–614.
Berindan-Neagoe, I., et al. (2013). Online drug promotion and youth behavior. Journal of Medical Internet Research, 15(4), e79.
Borodovsky, J. T., et al. (2021). Adolescent perceptions of cannabis harms. Drug and Alcohol Dependence, 226, 108861.
Brook, J. S., et al. (2011). Long-term consequences of teen substance use. American Journal of Public Health, 101(11), 2014–2021.
Brown, S. A., et al. (2008). Addiction progression in adolescence. Current Opinion in Psychiatry, 21(3), 123–130.
Casey, B. J., et al. (2008). Neurological sensitivity to risk. Developmental Science, 11(1), 1–22.
Centers for Disease Control and Prevention. (2022). Youth tobacco survey results. CDC Press.
Cicero, T. J., et al. (2014). Transition to opioids in youth. New England Journal of Medicine, 371(3), 219–229.
Clark, D. B., & Winters, K. C. (2002). Adolescent alcohol disorders. Alcohol Research and Health, 26(3), 119–128.
Clayton, R. R. (1992). Peer pressure conceptual review. Journal of School Health, 62(7), 350–355.
Cushing, C. C., et al. (2014). Motivational interventions for youth. Journal of Consulting and Clinical Psychology, 82(4), 619–632.
Dash, G. F., et al. (2020). Trauma and teen substance misuse. Child Abuse & Neglect, 107, 104612.
DeWit, D. J., et al. (2020). School belonging and substance prevention. Journal of Adolescent Health, 66(5), 564–570.
Donnelly, E. A., et al. (2021). Emergency readiness for overdose response. Journal of School Nursing, 37(6), 504–514.
Dopp, A. R., et al. (2016). Justice-involved youth substance treatment. Journal of Adolescent Health, 59(4), 442–450.
Doweiko, H. E. (2018). Concepts of chemical dependency. Cengage Learning.
Dunbar, M. S., et al. (2020). Social media exposure and teen vaping. Pediatrics, 146(5), e20200472.
Esposito-Smythers, C., et al. (2011). Cognitive-behavioral intervention outcomes. Journal of Consulting and Clinical Psychology, 79(6), 728–739.
Fergusson, D. M., et al. (2015). Cannabis and mental health outcomes. JAMA Psychiatry, 72(8), 824–831.
Flisher, A. J., et al. (2000). Academic failure and later substance use. Journal of Adolescent Health, 27(2), 98–111.
Gilreath, T. D., et al. (2014). Bullying and polysubstance involvement. Psychology of Addictive Behaviors, 28(1), 43–51.
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Hingson, R. W., et al. (2020). Motor vehicle crash risk and teen alcohol use. Pediatrics, 146(2), e20200465.
Hoge, M. A., & LaFrance, W. C. (2010). Co-occurring disorders. Psychiatric Clinics of North America, 33(2), 1–20.
Hopfer, C. J. (2014). Marijuana effects in adolescence. Current Opinion in Psychiatry, 27(4), 287–296.
Hudson, J. M., et al. (2021). Overdose and school health systems. School Psychology Review, 50(2), 233–245.
Huguet, A., et al. (2021). After-school programs and refusal skills. Prevention Science, 22(4), 489–500.
Johnston, L. D., et al. (2022). Monitoring the Future national survey. University of Michigan Institute for Social Research.
Kim, S., & Kim, R. (2020). Early tobacco experience and transition risk. Tobacco Control, 29(6), 655–662.
Lembke, A. (2021). Addiction and neurochemical dysregulation. Yale University Press.
Miech, R. A., et al. (2021). Vaping escalation trends. The Lancet Regional Health, 2, 100037.
Miller, W. R., & Rollnick, S. (2013). Motivational interviewing. Guilford Press.
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Nesi, J., & Prinstein, M. J. (2015). Online social comparison effects. Journal of Clinical Child and Adolescent Psychology, 44(1), 36–52.
Newton, N. C., et al. (2018). Digital prevention programs for youth. Journal of Medical Internet Research, 20(2), e21.
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OECD. (2021). Global youth substance policy approaches.
Olfson, M., et al. (2018). Co-occurring depression and addiction. JAMA, 320(24), 2531–2539.
Patrick, M. E., et al. (2016). Parental monitoring and outcomes. Alcoholism: Clinical and Experimental Research, 40(11), 2578–2587.
Pletcher, M. J., et al. (2012). Long-term respiratory impacts of cannabis. JAMA, 307(2), 173–181.
SAMHSA. (2023). Substance misuse treatment services for youth. Substance Abuse and Mental Health Services Administration.
Saunders, B. T., & Robinson, T. E. (2013). Incentive-sensitization theory. Brain Research Reviews, 79, 313–327.
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Slovic, P. (2016). Risk perception in youth. Journal of Risk Research, 19(3), 293–312.
Stone, A. L., et al. (2012). Trauma-informed prevention. Child Youth Care Forum, 41(4), 295–308.
Terry-McElrath, Y. M., et al. (2020). Sports involvement and use trajectories. Addictive Behaviors, 107, 106422.
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United Nations Office on Drugs and Crime. (2021). Youth substance prevention evaluation handbook.
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Young, A. M., et al. (2017). Racial disparities in youth substance consequences. Journal of Adolescent Health, 60(6), 640–647.

Section 44 – Teen Boundaries, Consent, and the Law

Abbey, A. (2011). Alcohol’s role in sexual violence. Trauma, Violence, & Abuse, 12(2), 136–146.

American Academy of Pediatrics. (2017). Care of the adolescent after an acute sexual assault. Pediatrics, 139(3), e20164243.
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American College of Obstetricians and Gynecologists. (2018). Sexual assault and adolescents: Clinical management. Committee Opinion No. 777.
American Psychological Association. (2014). Guidelines for psychological practice with girls and women. APA.
American School Counselor Association. (2019). The school counselor and child abuse and neglect. ASCA Position Statement.
Banyard, V. L., Moynihan, M. M., & Plante, E. G. (2007). Bystander education as prevention. Journal of Community Psychology, 35(4), 463–481.
Basile, K. C., et al. (2016). Sexual violence victimization and perpetration among high school students. Journal of Adolescent Health, 58(2), 167–174.
Beres, M. (2014). Rethinking the concept of consent for sexual activity. Feminism & Psychology, 24(3), 373–389.
Bersamin, M. M., et al. (2018). School-based healthy relationships programs: Outcomes and moderators. Prevention Science, 19(7), 886–896.
Beyers, W., & Goossens, L. (2008). Adolescent autonomy and boundaries. Journal of Adolescence, 31(3), 351–369.
Blais, M., et al. (2021). Sexting, consent, and legal context in adolescence. Pediatrics, 147(5), e20200479.
Brennan, S., & Taylor-Butts, A. (2008). Sexual assault in Canada: 2004 and 2007. Canadian Centre for Justice Statistics.
Brodsky, A. (2016). Rape shield laws and youth survivors. Journal of Law and Policy, 24(1), 1–45.
Brown, B. B., & Larson, J. (2009). Peer relationships during adolescence. In Handbook of Adolescent Psychology (Vol. 2, pp. 74–103). Wiley.
Cantalupo, N. C., & Kidder, W. C. (2018). Mapping the Title IX iceberg. Utah Law Review, 2018(4), 863–940.
Centers for Disease Control and Prevention. (2016). Dating Matters: Comprehensive teen dating violence prevention model. CDC.
Centers for Disease Control and Prevention. (2022). Preventing child sexual abuse technical package. CDC.
Chen, Y., et al. (2019). Online harassment and adolescent mental health. Journal of Adolescent Health, 64(6), 709–716.
Chiodo, D., et al. (2012). Longitudinal predictors of sexual assault in adolescence. Pediatrics, 130(5), 845–852.
Chmielewski, J. F., et al. (2017). Consent education and sexual assault prevention on campus: A review. Trauma, Violence, & Abuse, 18(3), 283–300.
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Coker, A. L., et al. (2017). RCT of Green Dot bystander intervention in high schools. American Journal of Preventive Medicine, 52(5), 566–578.
Collins, W. A., & Steinberg, L. (2006). Adolescent development in interpersonal context. In Handbook of Child Psychology (Vol. 3). Wiley.
Council of Europe. (2007). Convention on the Protection of Children against Sexual Exploitation and Sexual Abuse (Lanzarote Convention).
Council of Europe. (2011). Convention on preventing and combating violence against women and domestic violence (Istanbul Convention).
Coy, M., et al. (2016). Beyond online harm: Technology-facilitated sexual abuse and exploitation. International Journal of Crime, Justice and Social Democracy, 5(2), 1–9.
Crenshaw, K. (1991). Mapping the margins: Intersectionality and violence. Stanford Law Review, 43(6), 1241–1299.
Crown Prosecution Service. (2022). Rape and sexual offences: Legal guidance on consent. CPS.
Dahl, R. E. (2008). Adolescent brain development and risk. Developmental Science, 11(1), 1–8.
DeGue, S., et al. (2014). Primary prevention of sexual violence: Systematic review. Aggression and Violent Behavior, 19(4), 346–362.
Department for Education UK. (2018). Keeping children safe in education statutory guidance. DfE.
Department of Education US. (2020). Title IX regulations on sexual harassment. 34 CFR Part 106.
Department of Education US. (2022). Family Educational Rights and Privacy Act (FERPA) guidance.
Department of Justice US. (2013). A National Protocol for Sexual Assault Medical Forensic Examinations. DOJ/OVW.
Department of Justice US. (2022). Juvenile justice and consent laws: State summaries. OJJDP.
Döring, N. (2014). Consensual sexting among adolescents: Risks and rights. Pediatrics, 133(1), 1–5.
Dworkin, E. R., et al. (2017). The effectiveness of sexual assault prevention for adolescents and young adults. Journal of Adolescent Health, 60(2), 158–169.
End Violence Against Women International. (2018). Trauma-informed interviewing for youth. EVAWI.
European Commission. (2018). General Data Protection Regulation (GDPR): Recitals on children’s data.
Finkelhor, D. (2014). Child sexual abuse: Update and trends. Crimes Against Children Research Center.
Finkelhor, D., & Dziuba-Leatherman, J. (1995). Victimization prevention instruction: A review. Child Abuse & Neglect, 19(2), 129–139.
Fisher, B. S., et al. (2010). Sexual victimization of college women: Findings revisited. Justice Quarterly, 27(4), 561–583.
Gershoff, E. T., & Grogan-Kaylor, A. (2016). Physical punishment and child outcomes. Journal of Family Psychology, 30(4), 453–469.
Gottfredson, D. C., et al. (2018). School-based prevention programs: Effects on violence. Journal of Research on Educational Effectiveness, 11(3), 317–348.
Hackett, S. (2014). Children and young people with harmful sexual behaviors. Research in Practice.
Hammerslough, J. (2015). Mandatory reporting and confidentiality tensions. Clinical Social Work Journal, 43(2), 146–156.
Hindin, M. J., & Fatusi, A. O. (2009). Adolescent sexual and reproductive health in developing countries. BMC Public Health, 9, 1–10.
Holland, K. J., et al. (2020). Sexual consent norms and scripts among teens. Journal of Sex Research, 57(8), 994–1007.
Hust, S. J. T., et al. (2021). Pornography exposure, sexual scripts, and consent. Journal of Adolescent Health, 69(5), 807–815.
International Association of Chiefs of Police. (2018). Model policy: Sexual assault and youth victims. IACP.
Jones, L., et al. (2012). Interventions to prevent abuse: Systematic review. The Lancet, 380(9853), 2489–2498.
Kahn, A. S., et al. (2017). Theories of sexual consent: A critical review. Sexuality Research and Social Policy, 14(1), 1–18.
Klein, J. (2006). Sexual harassment in schools. Teachers College Record, 108(6), 1101–1124.
Koss, M. P., et al. (2014). RESTORE: Restorative justice for sexual misconduct. Journal of Interpersonal Violence, 29(9), 1623–1660.
Lanning, K. (2010). Child molesters and grooming behaviors. American Professional Society on the Abuse of Children Advisor, 22(1), 1–24.
Latzman, N. E., et al. (2019). CDC school-based approaches to preventing sexual and dating violence. CDC.
Lenhart, A., et al. (2016). Teens, technology, and romantic relationships. Pew Research Center.
Levine, D. A. (2013). Social media and adolescent health. Pediatrics, 132(5), 958–961.
Livingstone, S., & Smith, P. K. (2014). Annu. Rev. access, risk and online safety for youth. Annual Review of Cyberpsychology, 1, 51–72.
Lowe, S. R., et al. (2017). Trauma-informed schools and legal compliance. School Psychology Quarterly, 32(2), 142–156.
MacKinnon, C. A. (2016). Sexual harassment law: Developments and debates. Yale Law & Policy Review, 34(1), 97–135.
Manlove, J., et al. (2014). Consent and coercion in teen relationships. Child Trends Research Brief.
Miller, E., & Jones, K. A. (2018). Youth dating violence: Review of risk and prevention. Current Opinion in Pediatrics, 30(4), 431–440.
Muehlenhard, C. L., et al. (2016). Sexual consent research review. Psychology of Women Quarterly, 40(2), 118–140.
National Association of School Nurses. (2019). Sexual health education and consent: Position statement. NASN.
National Conference of State Legislatures. (2023). Age of consent and close-in-age exemptions by state. NCSL.
National Sexual Violence Resource Center. (2018). Consent at every age: Toolkit for schools. NSVRC.
Office for Civil Rights, US Department of Education. (2017). Q&A on campus sexual misconduct and K–12 implications. OCR.
Office on Violence Against Women, US DOJ. (2022). Teen dating violence and legal protections. OVW.
Patchin, J. W., & Hinduja, S. (2019). Sexting and the law: A review of state statutes. Cyberbullying Research Center.
Prinstein, M. J., et al. (2020). Peer norms and adolescent risk behavior. Developmental Review, 57, 100921.
Rape, Abuse & Incest National Network. (2022). State laws on consent and statutory rape. RAINN.
Resnick, M. D., et al. (1997). Protecting adolescents from harm. JAMA, 278(10), 823–832.
Santos, C., et al. (2020). Consent education programs: Meta-analytic review. Journal of School Health, 90(7), 512–523.
Silverman, J. G., et al. (2001). Dating violence among adolescent girls. JAMA, 286(5), 572–579.
Smith, S. G., et al. (2018). The National Intimate Partner and Sexual Violence Survey. CDC.
Somervell, E., et al. (2020). Digital dating abuse among adolescents. Journal of Interpersonal Violence, 35(23–24), 5732–5753.
Steinberg, L. (2013). The influence of neuroscience on US Supreme Court decisions about adolescents. Nature Neuroscience, 14(5), 513–518.
Steinberg, L., & Icenogle, G. (2019). Age of majority and decision capacity. Annual Review of Developmental Psychology, 1, 77–98.
Stonard, K. E., et al. (2014). Technology-assisted adolescent dating abuse. Aggression and Violent Behavior, 19(4), 390–405.
Temple, J. R., et al. (2016). Teen dating violence and alcohol use. Journal of Adolescent Health, 59(4), 393–399.
Templeton, M., & Eccles, S. (2019). Trauma-informed consent processes for minors. Child Abuse Review, 28(3), 244–257.
UN Committee on the Rights of the Child. (2013). General Comment No. 13: The right of the child to freedom from all forms of violence.
UNESCO. (2018). International technical guidance on sexuality education. UNESCO.
UNICEF. (2020). Child online protection guidelines. UNICEF.
United Nations. (1989). Convention on the Rights of the Child.
United States Department of Health and Human Services. (2010). Child Abuse Prevention and Treatment Act Reauthorization.
United States Federal Trade Commission. (2013). Children’s Online Privacy Protection Rule (COPPA) revised rule.
United States Supreme Court. (2005). Roper v. Simmons, 543 U.S. 551.
United States Supreme Court. (2012). Miller v. Alabama, 567 U.S. 460.
Walsh, K., et al. (2018). School-based mandatory reporting training: Outcomes. Child Abuse & Neglect, 82, 51–63.
Warren, M. J., & Campbell, R. (2017). Sexual assault response teams: Legal-medical collaboration. Journal of Interpersonal Violence, 32(20), 3119–3142.
Wekerle, C., & Wolfe, D. A. (1999). Dating violence in mid-adolescence. Child Abuse & Neglect, 23(6), 557–577.
Wolak, J., Finkelhor, D., & Mitchell, K. (2012). Trends in youth online sexual solicitations. Journal of Adolescent Health, 51(1), 10–17.
World Health Organization. (2017). Responding to children and adolescents who have been sexually abused: Clinical guidelines. WHO.
Ybarra, M. L., & Mitchell, K. J. (2014). Sexting and legal implications. Archives of Sexual Behavior, 43(2), 247–255.
Young, A. M., et al. (2017). Racial and socioeconomic disparities in teen victimization. Journal of Adolescent Health, 60(6), 620–627.

Section 45 – Teen How to Make Good Decisions Series

Achenbach, T. M., & Rescorla, L. A. (2001). Behavior and decision tendencies in youth. University of Vermont Research Center.

American Psychological Association. (2014). Resilience and decision-making in adolescence: Policy guideline statement. APA.
Anand, P., et al. (2016). Adolescents and rational choice models. Journal of Economic Behavior & Organization, 125, 50–60.
Arnett, J. J. (1999). Adolescent risk-taking and decision processes. American Psychologist, 54(2), 339–350.
Ayal, S., & Hochman, G. (2009). Debiasing adolescent judgment. Psychological Science, 20(8), 931–934.
Baird, A. A., & Fugelsang, J. A. (2004). Brain development and risky decision-making. Journal of Adolescent Health, 34(2), 120–125.
Baird, A. A., et al. (2011). Delay of gratification and emerging adulthood decisions. Developmental Psychology, 47(6), 1683–1694.
Barkley, R. A. (2015). Executive functions: Behavioral regulation and choices. Guilford Press.
Bazeley, P., & Kemp, L. (2012). Problem-solving-based well-being in youth. Journal of Youth Studies, 15(2), 173–191.
Bechara, A., et al. (2000). Poor decision-making and emotion regulation. Brain and Cognition, 41(1), 85–104.
Behar, L. B., & Stephens, R. (2017). School-based supports for decision skills. School Mental Health, 9(4), 300–317.
Bell, N. J., et al. (1991). Decision styles and adolescent adjustment. Child Development, 62(5), 1303–1313.
Blair, R. J. R. (2006). Empathy and social decision rules. Nature Reviews Neuroscience, 7, 535–546.
Bowers, E., et al. (2010). Positive youth development and decision confidence. Developmental Psychology, 46(6), 1318–1331.
Brindis, C. D., et al. (2010). School-community partnership effects on youth decisions. American Journal of Public Health, 100(4), 711–716.
Brion-Meisels, G., & Brion-Meisels, S. (2019). Discipline inequities and youth decisions. Equity & Excellence in Education, 52(1), 110–127.
Bronfenbrenner, U. (2005). Ecological systems influence on life choices. Harvard University Press.
Brown, B. B. (2004). Peer influence on everyday decisions. Journal of Youth and Adolescence, 33(5), 395–410.
Centers for Disease Control and Prevention. (2023). Decision skills in health education. CDC.
Choudhury, S., et al. (2006). Social decision neuroscience. Nature Reviews Neuroscience, 7, 135–146.
Ciarrochi, J., et al. (2012). Emotional intelligence and wise choices. Personality and Individual Differences, 52(3), 364–368.
Clark, L., et al. (2013). Neurocognitive models of teen choice. Journal of Child Psychology & Psychiatry, 54(7), 781–794.
Coleman, J. S. (2011). Social capital and youth life outcomes. Annual Review of Sociology, 37, 469–490.
Consortium on School Research. (2012). Academic mindset and decision behavior. UChicago Press.
Crone, E. A., & Dahl, R. E. (2012). Adolescent judgment: A developmental perspective. Nature Reviews Neuroscience, 13(9), 636–650.
Cyr, J., & Berman, S. L. (2017). Identity formation and life decisions. Developmental Psychology, 53(10), 1854–1865.
Dahl, R. E. (2018). Maturation of decision capacity. Annual Review of Developmental Psychology, 1, 403–431.
Deci, E. L., & Ryan, R. M. (2008). Autonomy in healthy motivation. Canadian Psychology, 49(3), 182–185.
Diamond, A. (2013). Executive functions for choice behavior. Annual Review of Psychology, 64, 135–168.
Durlak, J. A., et al. (2011). SEL programs improve decision-making. Child Development, 82(1), 405–432.
Eisenberg, N., et al. (2010). Prosocial decisions in adolescence. Journal of Research on Adolescence, 20(1), 1–19.
Figner, B., et al. (2009). Age differences in risky choices. Developmental Science, 12(6), 888–897.
Fischhoff, B. (2019). Real-world decision science applications. Science, 364(6446), 114–118.
Giedd, J. N. (2015). Brain changes shaping teen decisions. Journal of Adolescent Health, 57(2S), S2–S6.
Gollwitzer, P. M., & Sheeran, P. (2006). Goal implementation and outcomes. Advances in Experimental Social Psychology, 38, 69–119.
Graham, S. (2016). Social environments influencing teen judgments. Educational Psychologist, 51(3–4), 272–293.
Greenberg, M. T., et al. (2017). SEL promotes long-term positive choices. Prevention Science, 18(1), 11–21.
Haidt, J., & Joseph, C. (2008). Moral intuition and teen life choices. Mind & Society, 7(2), 219–245.
Halpern-Felsher, B. L., & Cauffman, E. (2001). Sophisticated reasoning vs risky behavior. Developmental Psychology, 37(3), 367–384.
Hassin, R. R., et al. (2009). Implicit processes in decisions. Psychological Review, 116(2), 303–326.
Higgins, E. T. (2012). Regulatory fit and choices. Current Directions in Psychological Science, 21(1), 19–23.
Institute of Medicine. (2012). Adolescent health: Behavior and predictors. National Academies Press.
JACC. (2018). Cognitive control in decisions overview. Journal of the American College of Cardiology, 72(5), 653–667.
Johnson, S. B., et al. (2009). Decision-making and health behavior. Pediatrics, 124(1), e110–e118.
Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus & Giroux.
Kaur, P., et al. (2020). Financial decisions and youth. Journal of Financial Counseling and Planning, 31(2), 226–240.
Klein, G. (2017). Naturalistic decision theory. Psychology Press.
Koenig, J., et al. (2011). Stress reactivity and decision patterns. Psychoneuroendocrinology, 36(1), 111–122.
Lerner, J. S., & Keltner, D. (2001). Fear, anger, and risk choices. Psychological Science, 12, 146–150.
Levin, I. P., et al. (2015). Framing effects in teen judgment. Judgment and Decision Making, 10(3), 225–231.
Luna, B., & Wright, C. (2016). Brain networks for decision control. Annual Review of Neuroscience, 39, 275–292.
McCormick, E. M., et al. (2019). Stress and teen decision accuracy. Developmental Cognitive Neuroscience, 38, 100654.
Moffitt, T. E., et al. (2011). Self-control and life outcomes. PNAS, 108(7), 2693–2698.
National Academies of Sciences. (2019). The promise of adolescence: Realizing opportunity. NAS Press.
Oettingen, G. (2014). Mindset and strategic decision planning. Current Directions in Psychological Science, 23(4), 302–307.
Pfeifer, J. H., & Berkman, E. T. (2018). Social influence and the adolescent brain. Current Opinion in Behavioral Sciences, 22, 189–195.
Reyna, V. F., & Farley, F. (2006). Risk and rationality in adolescence. Psychological Science in the Public Interest, 7(1), 1–44.
Rodríguez-Planas, N. (2012). Youth programs and decision outcomes. Journal of Human Resources, 47(2), 308–354.
Romer, D., et al. (2017). Early drivers of risky behavior. PNAS, 114(38), 10316–10321.
Ryan, R. M., & Deci, E. L. (2017). Self-determination in emerging adulthood. Guilford Press.
Schacter, H. L., & Margolin, G. (2019). Family communication and choices. Developmental Psychology, 55(4), 900–910.
Schwartz, S. H. (2012). Values and decision priority. Personality and Social Psychology Review, 16(4), 364–372.
Shadlow, J. O., et al. (2017). Identity formation and decision competence. Journal of Adolescence, 54, 35–45.
Stanovich, K. E. (2009). Rational thought and choice. Behavioral and Brain Sciences, 32(5), 531–584.
Steinberg, L. (2008). A social neuroscience perspective on adolescent risk. Developmental Review, 28(1), 78–106.
Sunstein, C. R., & Thaler, R. H. (2008). Nudge-based decision architecture. Yale University Press.
Weissberg, R. P., et al. (2015). Proven SEL strategies for good decisions. American Psychologist, 70(6), 506–517.

Section 46 – Teen Keeping Up with Yourself: Looks, Style & Self-Care

American Academy of Dermatology. (2021). Skin care health recommendations for adolescents. AAD Clinical Practice Guidance.

American Academy of Pediatrics. (2020). Healthy hygiene and self-care in adolescence. Pediatrics, 146(5), e20200234.
American Psychological Association. (2014). Body image development in adolescence: Guidelines and research updates. APA.
Arnett, J. J. (2016). Identity exploration and personal style in emerging adulthood. Journal of Youth and Adolescence, 45(11), 2437–2451.
Back, M. D., et al. (2009). Impression formation and personal appearance. Journal of Personality and Social Psychology, 97(6), 1113–1127.
Baker, C. N. (2021). Hygiene interventions and school attendance. School Psychology Review, 50(3), 413–426.
Bale, T. L. (2016). Stress and skin health. Molecular Psychiatry, 21, 1230–1238.
Bennett, C., & Stevens, P. (2021). Personal hygiene education for youth: Outcomes. Public Health, 185, 212–219.
Biddle, S. J. H., et al. (2019). Physical activity and confidence in teens. Psychology of Sport and Exercise, 43, 18–25.
Bui, M. (2013). Self-expression vs conformity in teen fashion. Consumption Markets & Culture, 16(3), 242–261.
Canadian Paediatric Society. (2018). Adolescent dental care recommendations.
Cash, T. F. (2011). Cognitive-behavioral perspectives on body image. Guilford Press.
Center for Food Safety and Applied Nutrition. (2022). Personal product safety guidance. U.S. FDA.
Cohen, R., et al. (2020). Social media and body image dissatisfaction. Current Opinion in Psychology, 9, 7–12.
Collins, W. A., & Steinberg, L. (2006). Adolescence and self-presentation. In Handbook of Child Psychology (Vol. 3). Wiley.
Council of Fashion Designers of America. (2020). Health guidelines for youth modeling and fashion involvement. CFDA.
Cox, C. R., et al. (2015). Grooming and perceived social competence. Journal of Social Psychology, 155(3), 225–242.
Daniels, E. (2012). Clothing and identity empowerment in teens. Youth & Society, 44(3), 403–425.
Dittmar, H. (2008). Consumer culture, identity, and wellbeing. Psychology Press.
Douglass, S., & Cole, D. (2020). Hair bias and equity in schools. Journal of School Leadership, 30(5), 420–438.
Duke, D. C., et al. (2014). Acne and depression in adolescents. Pediatric Dermatology, 31(4), 483–489.
Durkin, K. (2013). Cultural variation in appearance and self-esteem. International Journal of Psychology, 48(3), 323–332.
Eisenberg, N. (2020). Daily habits and wellbeing. Annual Review of Psychology, 71, 541–566.
Evans, P. C. (2010). Skin color discrimination in youth. Journal of Social Issues, 66(3), 722–739.
Fardouly, J., et al. (2015). Social comparison and appearance. Body Image, 13, 38–45.
Fischer, S., et al. (2021). Eating behaviors and self-perceptions in teens. Appetite, 162, 105178.
Fitzsimmons-Craft, E. E., et al. (2012). Self-objectification and appearance anxiety. Journal of Adolescent Health, 50(4), 395–400.
Goffman, E. (1959). The presentation of self in everyday life. Doubleday.
Griffiths, S., et al. (2017). Grooming behavior and social acceptance. Journal of Adolescence, 58, 31–41.
Hall, J. A., et al. (2019). First impressions and nonverbal appearance. Communication Monographs, 86(2), 172–193.
Harvard T.H. Chan School of Public Health. (2022). Hygiene-related disease prevention for teens.
Harter, S. (2012). Self-esteem and adolescent wellbeing. Cambridge University Press.
Henderson, V. R. (2011). Media influence on teen styling. Journal of Media Psychology, 23(1), 39–45.
Holland, G., & Tiggemann, M. (2017). Dieting, body ideals, and adolescence. Body Image, 23, 14–20.
Hops, H., et al. (2011). Smell, stigma, and hygiene neglect. Behavioral Medicine, 37(2), 54–61.
Hugenberg, K., & Bodenhausen, G. V. (2004). Race, appearance, and perception. Journal of Personality and Social Psychology, 87(4), 636–652.
International Association for Adolescent Health. (2021). Global standards for teen wellbeing and hygiene.
Ishikawa, Y. (2017). Gender identity and style expression. Journal of Youth and Adolescence, 46(3), 515–527.
JASPERS. (2020). Personal hygiene: Global best practices. European Investment Bank Technical Report.
Jones, D. C., et al. (2004). Peer appearance criticism. Journal of Youth and Adolescence, 33(2), 123–136.
Jung, J. (2006). Fashion as self-concept reinforcement. Clothing and Textiles Research Journal, 24(4), 299–315.
Kernis, M. H. (2003). Authentic self-esteem. Personality and Social Psychology Review, 7(4), 327–348.
Klein, J. D. (2019). Adolescent grooming and school functioning. Pediatrics, 144(2), e20183742.
Lam, P. (2020). Oral hygiene behavior predictors. Journal of Dental Research, 99(10), 1147–1154.
Lowe, M. R., et al. (2013). Mindful self-care in adolescence. Eating Behaviors, 14(3), 297–300.
McHale, S. M., et al. (2011). Racial differences in grooming norms. Developmental Psychology, 47(1), 151–164.
Mendelson, B. K., et al. (2001). Body esteem scale for adolescents. Journal of Youth and Adolescence, 30(1), 67–79.
Mental Health Foundation UK. (2019). Hygiene confidence and emotional wellbeing.
Moffitt, T. E. (2011). Self-control and long-term outcomes. PNAS, 108(7), 2693–2698.
Muris, P., et al. (2016). Personal grooming anxiety in teens. Journal of Anxiety Disorders, 39, 21–29.
Nesi, J., & Prinstein, M. J. (2015). Online appearance comparison. Journal of Clinical Child & Adolescent Psychology, 44(1), 36–52.
OECD. (2020). Youth personal care industry safety standards.
Patrick, H., et al. (2021). Self-regulation in body-related decisions. Child Development, 92(6), 2206–2224.
Prinstein, M. J., et al. (2020). Peer norms and self-care behaviors. Developmental Review, 57, 100921.
Raine, A., et al. (2015). Self-neglect and behavior outcomes. Journal of Abnormal Psychology, 124(2), 256–264.
Ricciardelli, L. A., & McCabe, M. P. (2001). Appearance coping strategies. Journal of Psychosomatic Research, 50(5), 303–313.
Richards, K., et al. (2021). Sleep hygiene and appearance. Sleep Medicine, 84, 103–110.
Roberts, R. & Good, A. (2020). Dressing for belonging in school environments. Journal of Research on Adolescence, 30(4), 909–923.
Rosen, J. C., & Reiter, J. (1996). Body dysmorphic concerns in youth. Child Psychiatry & Human Development, 26(3), 153–165.
Saewyc, E. M., et al. (2014). Hair and self-recognition among youth. Journal of Adolescent Research, 29(2), 180–202.
Schaefer, L. M., & Thompson, J. K. (2014). Appearance-based social pressure. Psychological Bulletin, 140(2), 339–357.
Scholte, R. H. J., & Van Aken, M. A. G. (2006). Peer acceptance and hygiene. Journal of Youth and Adolescence, 35(1), 1–13.
Scott, K. M., et al. (2009). Depression and grooming neglect. The Lancet, 374(9690), 1451–1458.
Steinberg, L. (2008). Self-regulation development and maintenance. Developmental Review, 28(1), 78–106.
Stice, E. (2002). Sociocultural risk factors. Psychological Bulletin, 128(5), 825–848.
Swanson, S. A., et al. (2018). Eating disorder risk and appearance pressure. JAMA Pediatrics, 172(6), 579–586.
Taylor, E., et al. (2020). Cultural relevance in school hygiene programs. International Journal of Environmental Research & Public Health, 17(14), 4971.
Tiggemann, M., & Miller, J. (2010). Fashion media effects. Body Image, 7(1), 78–86.
Tylka, T. L. (2011). Positive body image interventions. Body Image, 8(4), 405–413.
UK Department of Health. (2019). Hygiene and personal wellbeing guidance for youth.
UNICEF. (2022). Global equity in access to hygiene products.
United States Department of Health and Human Services. (2021). CDC hygiene recommendations for school-aged youth.
Wood-Barcalow, N. L., et al. (2010). Body appreciation in adolescence. Body Image, 7(1), 106–116.
World Health Organization. (2022). Adolescent self-care health evidence guide.

Section 47 – Juvenile Crimes & Federal Consequences Series

Aalsma, M. C., et al. (2015). Mental health needs in juvenile detention. Pediatrics, 135(3), 548–557.

Abram, K. M., et al. (2003). Trauma history and delinquency. Archives of General Psychiatry, 60(11), 1203–1210.
American Bar Association. (2022). Juvenile justice reform and legal protections. ABA Publishing.
American Psychological Association. (2013). Gun violence and youth: Prevention and policy guidance. APA.
American School Counselor Association. (2020). School-based diversion supports. ASCA Position Statement.
Annie E. Casey Foundation. (2018). Juvenile detention alternatives initiative overview and outcomes.
Arnett, J. J. (2003). Risk-taking, decision-making, and criminal behavior. Developmental Review, 23(3), 341–366.
Baker, K., et al. (2017). School exclusion and later offending. British Journal of Criminology, 57(5), 1173–1194.
Barnert, E. S., et al. (2017). Health complications in justice-involved youth. Pediatrics, 139(3), e20163178.
Bateman, T. (2017). Youth justice trends: A global comparison. International Journal of Crime, Justice and Social Democracy, 6(2), 24–42.
Beck, A. J. (2015). Recidivism among juvenile offenders: National statistics. U.S. Bureau of Justice Statistics.
Bernburg, J. G., & Krohn, M. D. (2003). Labeling theory: Longitudinal evidence. Journal of Quantitative Criminology, 19(1), 67–88.
Bishop, D. M. (2010). Diversion vs incarceration outcomes. Crime & Delinquency, 56(1), 36–60.
Blair, R. J. R. (2010). Moral development and antisocial behavior. Nature Reviews Neuroscience, 11, 389–399.
Borum, R., et al. (2010). Structured risk assessment for violence in youth. Law and Human Behavior, 34(6), 550–565.
Boutwell, B. B., et al. (2017). Adolescent brain development and culpability. Developmental Cognitive Neuroscience, 27, 100–108.
Brennan, I., et al. (2011). Alcohol, drugs, and youth offending. Violence and Victims, 26(4), 534–548.
Brennan, P., & Mednick, S. A. (1994). Biological correlates of criminality. Psychological Bulletin, 115(1), 54–75.
Bronfenbrenner, U. (2005). Ecological systems model for criminogenic environment analysis. Harvard University Press.
Cauffman, E., et al. (2007). Age differences in legal decision-making. Law and Human Behavior, 31(6), 701–714.
Centers for Disease Control and Prevention. (2021). Youth violence prevention: Technical package. CDC.
Chung, H. L., et al. (2015). Parental monitoring and criminal behavior. Journal of Adolescence, 42, 79–87.
Cohen, M. A., & Piquero, A. R. (2009). Costs of juvenile crime. Journal of Quantitative Criminology, 25(1), 25–49.
Cohen, T., & Chien, J. M. (2020). Juvenile sentencing and fairness. Harvard Civil Rights-Civil Liberties Law Review, 55(1), 95–136.
Cornell, D., & Mayer, M. J. (2010). School climate and violence prevention. Educational Researcher, 39(1), 7–15.
Cottle, C. C., et al. (2001). Predictors of recidivism in juvenile offenders. Criminal Justice and Behavior, 28(3), 367–394.
Cullen, F. T., et al. (2011). Rehabilitation vs punishment in juvenile justice. Journal of Contemporary Criminal Justice, 27(1), 69–81.
Department of Justice, United States. (2022). Federal juvenile crime statutes and processes. Office of Juvenile Justice and Delinquency Prevention.
District of Columbia Courts. (2017). Youth transfer to adult court: Legal framework. D.C. Judicial Review.
Dishion, T. J., & Tipsord, J. M. (2011). Peer contagion and delinquency. Annual Review of Psychology, 62, 189–214.
Dodge, K. A., & Pettit, G. S. (2003). Early aggression and later offending. Child Development, 74(6), 1678–1702.
Durlak, J. A., et al. (2011). SEL programs reduce problem behavior. Child Development, 82(1), 405–432.
Eisman, A. B., et al. (2018). Positive youth development interventions in justice contexts. Journal of Youth and Adolescence, 47(4), 818–830.
European Union Agency for Fundamental Rights. (2018). Juvenile justice and human rights review.
Farrington, D. P. (2003). Developmental criminology. Criminology, 41(2), 221–255.
Fazel, S., et al. (2008). Serious mental illness and violent offending risk. PLoS Medicine, 5(4), e76.
Federal Trade Commission. (2020). Juvenile identity theft and legal implications. FTC Consumer Protection.
Ferguson, C. J. (2010). Video games and youth aggression debate. Journal of Pediatrics, 157(5), 816–821.
Fontaine, R. G. (2010). Emotion dysregulation and delinquency. Clinical Psychology Review, 30(4), 277–286.
Foster, E. M., & Jones, D. E. (2006). Economic benefits of diversion programs. Journal of Mental Health Policy and Economics, 9(2), 61–71.
Gatti, U., et al. (2009). Comparison of youth arrest and outcomes globally. European Journal of Criminology, 6(4), 361–380.
Gibson, C. L., et al. (2010). Neighborhood disadvantage and youth crime. Journal of Research in Crime & Delinquency, 47(2), 131–167.
Giedd, J. N. (2008). Brain development and criminal intent. Journal of Adolescent Health, 42(2), 115–117.
Gordon, R. A., et al. (2013). Zero tolerance vs supportive intervention efficacy. Law & Human Behavior, 37(5), 321–332.
Graham, S. (2016). Racism, bullying, and school delinquency. Educational Psychologist, 51(3–4), 272–293.
Greenwood, P. W., & Welsh, B. (2017). Evidence-based juvenile justice practices. Criminology & Public Policy, 16(2), 513–544.
Guess, T. J. (2006). The social construction of race and criminality. Journal of Social History, 39(4), 804–824.
Hammond, W. (2021). Restorative justice for adolescents. Journal of Community Psychology, 49(6), 2142–2158.
Harris, P. W., et al. (2011). Youth risk assessment instruments: Validity review. Criminal Justice & Behavior, 38(4), 329–353.
Hawkins, J. D., et al. (1992). Protective factors for delinquency prevention. Psychological Bulletin, 112(1), 64–105.
Heilbrun, K., et al. (2012). Forensic evaluations with youth offenders. Oxford University Press.
Hirschfield, P. J. (2008). School criminalization impacts. Sociology of Education, 81(4), 370–399.
Hoge, R. D., & Andrews, D. A. (2010). Youth risk-needs assessment. Routledge.
Institute of Medicine. (2013). Reforming juvenile justice: A developmental approach. National Academies Press.
Justice Policy Institute. (2018). The costs of youth confinement.
Kahn, R. E., et al. (2016). Callous-unemotional traits and outcomes. Journal of Abnormal Psychology, 125(2), 162–175.
Keenan, K., & Shaw, D. (1997). Onset of antisocial behavior. Developmental Psychology, 33(6), 801–816.
Lauritsen, J. L., et al. (2012). Victim-offender overlap in youth. Criminology, 50(3), 673–704.
Loeber, R., & Farrington, D. P. (2011). Pathways to serious offending. Psychology, Public Policy, and Law, 17(1), 1–28.
McAra, L., & McVie, S. (2007). Criminal careers vs environment. British Journal of Criminology, 47(3), 285–303.
McGloin, J. M., & Collins, P. A. (2015). Peer influence and co-offending. Criminology, 53(3), 441–470.
Mendel, R. (2011). No place for kids: Failure of youth prisons in America. Annie E. Casey Foundation.
Moffitt, T. E. (1993). Developmental taxonomy of antisocial behavior. Psychological Review, 100(4), 674–701.
Mulvey, E. P., et al. (2015). Desistance from crime. Journal of Research in Crime and Delinquency, 52(3), 447–472.
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Nock, M. K., et al. (2013). Self-injury and criminality link. JAMA Psychiatry, 70(9), 942–949.
OECD. (2019). Global survey of youth justice policies.
Office for Civil Rights, U.S. Department of Education. (2014). Civil Rights Data Collection reporting.
Office of Juvenile Justice and Delinquency Prevention. (2022). Best practices for juvenile services.
Pardini, D. A. (2006). Genetic, social, and behavioral contributors to delinquency. Journal of Experimental Criminology, 2(1), 63–83.
Piquero, A. R. (2008). Disparities in juvenile justice. Youth Violence and Juvenile Justice, 6(3), 240–255.
Raine, A. (2018). The anatomy of violence. Pantheon Books.
Reid, M. J., & Eddy, J. M. (2019). Multisystemic therapy for offenders. Crime & Delinquency, 65(3), 369–388.
Rumberger, R. W., & Losen, D. J. (2012). School exclusion as a criminalization pathway. Harvard Educational Review, 82(3), 346–371.
SAMHSA. (2019–2023). Trauma-informed juvenile treatment guidance. U.S. HHS.
Schubert, C. A., et al. (2004). Risk and recidivism trajectories. Journal of Consulting and Clinical Psychology, 72(3), 543–552.
Scott, E. S., & Steinberg, L. (2008). Juvenile judgment and legal rights. American Psychologist, 63(7), 583–592.
Sharkey, P., et al. (2012). Community disadvantage and delinquency. American Sociological Review, 77(4), 489–512.
Smith, D. C., et al. (2019). Integrated behavioral health in detention. Journal of Adolescent Health, 64(3), 337–345.
Steinberg, L. (2013). Age and culpability neuroscience in court. Nature Neuroscience, 14(5), 513–518.
United Nations. (1989). Convention on the Rights of the Child.
United Nations Office on Drugs and Crime. (2019). Juvenile justice handbook.
Zimring, F. E. (2020). Youth crime and justice: Global perspective. Annual Review of Criminology, 3, 1–17.

Section 48 – Teen Survival Guide for Police Encounters

Aalsma, M. C., et al. (2015). Behavioral health needs among justice-involved youth. Pediatrics, 135(3), 548–557.

Amnesty International. (2021). Police use of force: Global standards and youth protections.
American Bar Association. (2022). Juvenile legal rights in police encounters: National standards report.
American Civil Liberties Union. (2022). Know Your Rights with police: Youth legal education materials.
American Psychological Association. (2017). Stress, trauma, and adolescents during law enforcement contact. APA Resolution.
Anderson, E. (1999). Code of the street and police interactions. W. W. Norton.
Bailey, R. K., et al. (2017). Minority youth stress responses during police encounters. Journal of Urban Health, 94(2), 270–282.
Bass, S. (2001). Police and race relations in youth contexts. Yale University Press.
Bennett, R. R., & Schmitt, E. L. (2002). Confidence in police across demographic groups. Police Quarterly, 5(3), 235–263.
Bernburg, J. G. (2019). Labeling and self-identity after police contact. Deviant Behavior, 40(5), 551–564.
Bezdek, B., & Cooper, J. (2020). Juvenile Miranda comprehension. Behavioral Sciences & the Law, 38(1), 15–28.
Brayne, S. (2020). Predictive policing impacts on minority youth. American Sociological Review, 85(5), 858–880.
Brunson, R. K. (2007). Police stop experiences of Black male youth. Urban Affairs Review, 42(3), 356–381.
Bureau of Justice Assistance. (2020). Community-oriented policing and youth relations handbook. U.S. DOJ.
Bureau of Justice Statistics. (2021). National data on youth-police encounters.
Chu, D. C., & Song, H. (2020). Asian American youth-police trust dynamics. Journal of Ethnicity in Criminal Justice, 18(1), 1–21.
Committee on Adolescence. (2016). Legal issues during adolescence. Pediatrics, 137(2), e20154204.
Compton, M. T., et al. (2008). Police crisis intervention training study. Psychiatric Services, 59(5), 580–586.
Correia, M., & Wall, B. (2021). Communication strategies in police-youth interactions. Journal of Police Crisis Negotiations, 21(2), 155–178.
Crawford, A. (2017). Procedural justice in youth-police encounters. Criminal Justice and Behavior, 44(6), 887–905.
Crockett, L. J., et al. (2018). Stress and adolescent brain responses during authority conflicts. Developmental Psychology, 54(1), 47–60.
Deuchar, R. (2018). Fear, masculinity, and youth-police relations. Youth Justice, 18(2), 124–141.
Dodge, K. A. (2011). Aggressive responses during high-stress decisions. Developmental Review, 31(4), 316–341.
Epp, C. R., et al. (2014). Pulled over: How police stops define race and citizenship. Univ. of Chicago Press.
Fagan, J., et al. (2016). New York stop-and-frisk analyses and adolescent impacts. Columbia Law Review, 116(3), 1465–1525.
Federal Trade Commission. (2022). Youth identity risks during police questioning.
Fine, M., & Ruglis, J. (2009). School pushout into policing. Educational Researcher, 38(9), 589–610.
Finn, P., & Sullivan, M. (2020). Body cameras and police accountability research. Police Quarterly, 23(1), 32–58.
Geller, A., et al. (2014). Police contact and trauma in adolescents. JAMA Pediatrics, 168(12), 1133–1140.
Goffman, A. (2014). On the run: Youth and aggressive policing environments. Univ. of Chicago Press.
Gould, L. A., & Stern, R. N. (2018). Police negotiation techniques for high-adrenaline conflict. Journal of Criminal Justice, 59, 12–21.
Graham, S. (2016). Cultural mismatch and authority response. Educational Psychologist, 51(3–4), 272–293.
Greenwald, A. G., & Krieger, L. H. (2006). Implicit bias in police decision-making. California Law Review, 94(4), 945–967.
Hawkins, D. F. (2003). Police interactions and youth of color. Crime & Justice, 29, 381–422.
Henry, B. F., et al. (2020). Trauma-informed policing. Journal of Traumatic Stress, 33(3), 267–276.
Holmes, M., & Smith, B. (2012). Youth perceptions of officer legitimacy. Policing, 35(1), 44–62.
Huizinga, D., & Henry, K. L. (2008). Delinquency patterns and police encounters. Youth Violence and Juvenile Justice, 6(1), 24–42.
International Association of Chiefs of Police. (2021). Police-youth engagement best practices model.
Jones, N. (2017). Conflict policing in schools and youth settings. Rutgers University Press.
Jordan, A. J., et al. (2019). Legal comprehension and Miranda rights in youth. Law and Human Behavior, 43(2), 156–170.
Kahn, K. B., & Martin, K. D. (2016). Fear-based perception in police decisions. Journal of Social Issues, 72(4), 839–858.
Kelling, G. & Wilson, J. (1982). Broken windows policing: Impact on youth. Atlantic Monthly Press.
Kochel, T. R. (2011). Procedural justice climate in youth encounters. Journal of Criminal Justice, 39(2), 213–223.
Lane, J. (2018). Trust repair after police misconduct. Criminology, 56(4), 696–731.
Legewie, J., & Fagan, J. (2019). Police stops contribute to academic decline in youth. PNAS, 116(21), 10287–10293.
Livingston, J. D. (2016). Crisis resolution and de-escalation methods. International Journal of Law and Psychiatry, 47, 122–128.
Loeber, R., et al. (2011). Developmental delinquency and authority conflict. Psychology, Public Policy, and Law, 17(3), 420–438.
Lum, C., et al. (2020). Evidence-based policing practices. Criminology & Public Policy, 19(3), 915–941.
McDevitt, J., et al. (2015). Youth voice in justice reform. Youth & Society, 47(4), 449–471.
Meares, T. (2014). Legitimacy, policing, and youth citizenship. Ohio State Journal of Criminal Law, 11, 43–56.
Miller, R. J. (2021). Carceral citizenship and teenage legal vulnerability. Sociology of Race & Ethnicity, 7(3), 338–354.
National Academies of Sciences. (2019). The promise of adolescence: Shaping policing systems. NAS Press.
National Institute of Justice. (2016). Less-lethal policing technologies assessment. U.S. DOJ.
National Research Council. (2004). Fairness and effectiveness in policing. National Academies Press.
National Youth Leadership Council. (2020). Peer advocacy during authority conflicts.
Noble, D. J., & Vila, B. (2016). Stress physiology in high-stakes encounters. Police Quarterly, 19(4), 497–524.
OECD. (2020). Youth justice systems and policing.
Office of Juvenile Justice and Delinquency Prevention. (2021). Youth-police collaboration initiatives.
Operation Partnership. (2018). Community strategies to reduce police escalation. DOJ-BJA.
Paternoster, R., et al. (1997). Procedural justice and compliance. Law & Society Review, 32(1), 163–204.
Piquero, A. R., et al. (2019). Disparities in youth arrest outcomes. Criminology, 57(2), 268–299.
President’s Task Force on 21st Century Policing. (2015). National recommendations for police-community relations. DOJ.
Reyna, V. F., et al. (2009). Stress and impulsive decisions in youth. Psych Science, 20(4), 437–442.
Rios, V. M. (2011). Punished: Youth policing in urban communities. NYU Press.
Saunders, J., et al. (2016). De-escalation training evaluation. RAND Corporation.
Schulhofer, S. J., et al. (2011). Reducing perceptions of police injustice. Yale Law Review, 122(7), 1827–1867.
Skogan, W. G. (2006). Citizen complaints and confidence. Policing and Society, 16(3), 272–289.
Smith, D. A., & Paternoster, R. (1990). Compliance behaviors in authority situations. Journal of Criminal Law and Criminology, 81(3), 525–528.
Steinberg, L. (2009). Adolescent brain maturation and legal responsibility. Daedalus, 138(3), 58–67.
Stuart, F. (2016). Down, Out, and Under Arrest. Univ. of Chicago Press.
Tyler, T. R. (2017). Legitimacy and cooperation in policing. Annual Review of Law and Social Science, 13, 29–53.
UNICEF. (2022). Youth rights education: Global legal frameworks.
United Nations. (2021). Youth and policing human rights guidelines.
U.S. Department of Education. (2020). School resource officer practice guidance.
Weitzer, R., & Tuch, S. A. (2005). Race and attitudes toward police. Criminology, 43(2), 335–357.
Zimring, F. E. (2017). When Police Kill: Youth implications. Harvard University Press.

Section 49 – Student Mental Health Series

Abrams, M. P., et al. (2019). School-based mental health promotion and service pathways. Journal of Clinical Child & Adolescent Psychology, 48(6), 945–955.

Adelman, H. S., & Taylor, L. (2006). The school as a mental health system hub. Corwin Press.
American Academy of Pediatrics. (2021). Youth mental health urgency and school response recommendations. Pediatrics, 148(5), e202105268.
American Counseling Association. (2022). Ethical practice standards for school mental health counselors.
American Psychological Association. (2020). Suicide prevention guidelines for youth in schools. APA.
American School Counselor Association. (2023). Multi-tiered mental health interventions. ASCA National Model.
Arango, C., et al. (2018). Early detection of emotional disorders in adolescents. World Psychiatry, 17(2), 196–215.
Arnett, J. (2014). Stress and identity struggle in adolescence. Oxford University Press.
Ashdown, D., & Bernard, M. E. (2012). SEL and student mental wellbeing outcomes. The Elementary School Journal, 113(1), 1–23.
Baines, L. M. (2020). Youth screen time and mental health. Journal of Adolescence, 83, 67–79.
Barnett, P., et al. (2019). Economic analysis of adolescent mental health programs. The Lancet Psychiatry, 6(11), 935–947.
Belfer, M. L. (2008). Child and adolescent mental health policy challenges. World Psychiatry, 7(3), 140–146.
Bennett, S., et al. (2022). Classroom behavior supports and student emotional outcomes. School Psychology Preview, 41(4), 276–292.
Bettencourt, A. F., et al. (2021). Bullying, cyberbullying, and mental health in youth. Journal of Youth & Adolescence, 50(6), 1008–1022.
Bhatia, S. K., & Goyal, A. (2018). Suicide risk in school environments. Indian Journal of Psychiatry, 60(3), 285–294.
Cacioppo, S., et al. (2015). Peer loneliness and depression. Child Development, 86(1), 366–374.
Centers for Disease Control and Prevention. (2023). Youth Risk Behavior Survey trends in mental health.
Chen, Y., et al. (2020). Sleep and academic stress correlations. Sleep Medicine, 76, 13–21.
Christensen, J., et al. (2021). Trauma-informed schools and student regulation outcomes. School Mental Health, 13(2), 265–277.
Chung, G., et al. (2021). Pandemic impacts on adolescent mental wellness. Current Opinion in Psychiatry, 34(4), 344–350.
Cohen, J., et al. (2009). Safe and supportive school climates. Teachers College Press.
Collaborative for Academic, Social, and Emotional Learning. (2022). SEL evidence review.
Cole, P. M., et al. (2019). Emotion regulation as a protective factor. Annual Review of Psychology, 70, 425–449.
Costello, E. J., et al. (2005). Prevalence of psychiatric disorders in youth. JAMA, 295(9), 1006–1014.
Cox, G. R., et al. (2017). Universal suicide prevention effectiveness. BJPsych, 211(6), 412–417.
Crooks, C., et al. (2017). Cultural safety in Indigenous student mental health programs. Canadian Psychology, 58(4), 301–312.
Davis, M. (2018). LGBTQ student mental wellness. School Psychology Review, 47(2), 208–223.
Durlak, J. A., et al. (2011). SEL reduces emotional distress. Child Development, 82(1), 405–432.
Eisenberg, M. E., et al. (2003). School connectedness and mental health. Journal of School Health, 73(3), 113–120.
Essau, C. A. (2008). Adolescent anxiety overview. Oxford University Press.
Farrell, A. D., et al. (2019). Violence exposure and psychological distress. Journal of Clinical Child & Adolescent Psychology, 48(1), 120–134.
Fazel, M., et al. (2014). School-based mental health support for refugees. PLOS Medicine, 11(7), e100164.
Fiske, S. (2018). Social belonging motivations in adolescence. Annual Review of Psychology, 69, 167–193.
Friedman, R. M. (2018). School mental health initiatives and systems collaboration. The Journal of Behavioral Health Services & Research, 45(2), 265–281.
Garcia, R. (2017). Culture-responsive mental wellness pedagogy. International Journal of Educational Research, 86, 20–30.
Gaskins, N. D. (2020). School counselor staffing and youth suicide rates. School Mental Health, 12(2), 345–356.
Giedd, J. N. (2015). Adolescent brain development and stress vulnerability. Journal of Adolescent Health, 57(2S), S2–S6.
Goodman, R., et al. (1998). Strengths and Difficulties Questionnaire development. Journal of Child Psychology & Psychiatry, 38(5), 581–586.
Greenberg, M. T., et al. (2017). School-based promotion of resilience. Prevention Science, 18(1), 1–8.
Han, S. S., & Weiss, B. (2005). Mental health service delivery in schools review. Clinical Child and Family Psychology Review, 8(3), 221–239.
Harris, A. (2018). Mindfulness in school-based mental health interventions. Clinical Psychology Review, 59, 1–12.
Heim, C., & Binder, E. (2012). Early trauma and stress reactivity. Biological Psychiatry, 71(4), 277–284.
Hetrick, S. E., et al. (2017). Depression prevention school programs review. Cochrane Database, CD007380.
Hoagwood, K. E., et al. (2018). System reform in school mental health. Journal of School Health, 88(7), 524–532.
Hoffmann, S. G., et al. (2012). CBT youth effectiveness. The Lancet, 379(9814), 1582–1592.
Holsinger, A. M., et al. (2020). Supportive teacher-student relationships as protective factors. Child Development, 91(1), 327–341.
Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders in youth. National Academies Press.
Jagers, R. J., et al. (2019). Transformative SEL frameworks. Educational Psychologist, 54(2), 165–184.
Jones, D. E., et al. (2015). Long-term SEL outcomes. American Journal of Public Health, 105(12), 2533–2539.
Kessler, R. C., et al. (2005). Lifetime mental illness onset in adolescence. Archives of General Psychiatry, 62(6), 593–602.
Kieling, C., et al. (2011). Global challenge of adolescent mental disorders. The Lancet, 378(9803), 1515–1525.
Kim, Y. S., & Leventhal, B. (2020). Bullying and suicidality. JAMA Pediatrics, 174(8), 796–807.
Loades, M. E., et al. (2020). Loneliness and teen depression relationship. Journal of Affective Disorders, 275, 65–74.
Marraccini, M. E., & Brier, Z. M. (2017). School connectedness and suicide prevention. Sch Mental Health, 9(3), 205–227.
Masten, A. S. (2014). Resilience foundations. Development and Psychopathology, 26(2), 177–189.
Merikangas, K. R., et al. (2010). Epidemiology of youth mental disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 49(10), 980–989.
Miller, D. N., et al. (2020). Best practices in school crisis response. Guilford Press.
Nesi, J., et al. (2018). Smartphones, social media, and adolescent emotion. Perspectives on Psychological Science, 13(2), 141–164.
NIMH. (2023). Anxiety and depression fact sheets: Youth prevalence.
O’Reilly, M., et al. (2018). Student voice in mental health support. Child and Adolescent Mental Health, 23(1), 12–19.
Patel, V., et al. (2018). Global adolescent mental health burden. The Lancet, 392, 1056–1088.
Pellegrini, A. D., et al. (2022). Playground stress and regulatory capacity. Dev. Psych, 58(7), 1231–1245.
Reid, R. J., et al. (2019). Family involvement in school mental health. School Psychology, 34(3), 251–263.
Romer, D. (2017). Chronic stress risks in adolescence. PNAS, 114(38), 10316–10321.
SAMHSA. (2023). Project AWARE school mental health framework. U.S. HHS.
Schaeffer, C. M., et al. (2021). Trauma-responsive SEL models. Prevention Science, 22(1), 41–53.
Scott, M., & Moore, S. E. (2020). Minority stress and school intervention gaps. Urban Education, 55(3), 371–402.
Shochet, I. M., et al. (2006). School connectedness and resilience. Journal of Adolescence, 29(6), 977–991.
Steinberg, L. (2013). Cognitive control development. Annual Review of Psychology, 64, 47–73.
Suldo, S. M., et al. (2014). Dual-factor mental health model in schools. School Psychology Review, 43(2), 123–138.
Thapar, A., et al. (2015). Genetic and developmental influences on youth disorders. The Lancet, 385, 2408–2417.
UNICEF. (2023). School mental health worldwide: Policy benchmarks.
United Nations. (2018). Child rights principles for education systems.
U.S. Department of Education. (2021). Mental health resource guides for K–12.
World Health Organization. (2022). Adolescent mental health fact sheet and intervention database.

Section 50 – Crisis Intervention and Emergency Response

Adelman, H. S., & Taylor, L. (2012). School-based crisis response systems. Journal of Applied School Psychology, 28(3), 236–256.

Alisic, E., et al. (2014). Trauma exposure and recovery in children and adolescents. Pediatrics, 133(4), 616–622.
American Academy of Pediatrics. (2021). Pediatric disaster preparedness and emergency care guidelines.
American College of Emergency Physicians. (2020). Prehospital management standards for youth patients.
American Psychological Association. (2017). Psychological first aid for children and adolescents: Official guidelines.
American Red Cross. (2022). Emergency preparation training outcomes for families and communities.
Ashford, M. T., et al. (2019). Suicide intervention in school contexts: Evidence synthesis. Child & Youth Services Review, 99, 358–370.
Bandura, A. (1997). Self-efficacy as a protective factor in emergencies. Freeman Press.
Bisson, J. I., et al. (2015). Early trauma intervention review. Cochrane Database, CD006869.
Boon, H., et al. (2011). Resilience capacity after natural disasters. Journal of Community Psychology, 39(1), 142–155.
Borges, G., et al. (2010). Suicide attempt risks during crises. World Psychiatry, 9(2), 131–139.
Borum, R., & Reddy, M. (2008). Threat assessment in school emergencies. Education and the Law, 20(3), 209–232.
Bureau of Justice Assistance. (2018). Active shooter prevention evidence-based guide. DOJ.
Centers for Disease Control and Prevention. (2023). Community emergency response and youth risk trends.
Chen, C. Y., et al. (2018). Youth response to public health emergencies. Pediatric Clinics, 65(6), 1225–1240.
Cohen, J. A., et al. (2010). Trauma-focused CBT for child survivors. Journal of the American Academy of Child & Adolescent Psychiatry, 49(4), 398–411.
Compton, M. T., & Kotwicki, R. J. (2007). Police crisis intervention with mental illness. Oxford University Press.
Cooley, J. L., et al. (2019). Behavioral escalation and crisis support in schools. School Psychology Review, 48(4), 357–370.
Coppola, D. (2015). Introduction to international disaster management. Elsevier.
Cornell, D., & Sheras, P. (2006). School threat assessment: Evidence-based practices. Guilford Press.
Cowie, H., & Myers, C. A. (2016). Peer support in emotional crises. Sage Publications.
Cromer, L. D., & Smyth, J. M. (2010). Secondary trauma effects on helpers. American Journal of Orthopsychiatry, 80(3), 314–322.
Duarte, C. S., et al. (2006). Childhood PTSD after large-scale crises. PNAS, 103(21), 8260–8265.
Emergency Medical Services for Children Innovation and Improvement Center. (2020). Pediatric emergency readiness toolkit.
FEMA. (2022). Community crisis management and emergency communications guidance.
Finkelhor, D., et al. (2015). Child exposure to violence: National updates. JAMA Pediatrics, 169(8), 746–754.
Foa, E. B., et al. (2019). Exposure therapy clinical outcomes for trauma in youth. Clinical Psychology Review, 73, 101778.
Gadermann, A., et al. (2021). Child mental health during emergencies and disasters. JAMA Pediatrics, 175(11), 1123–1132.
Giedd, J. N. (2018). Adolescent brain vulnerabilities under high stress. Developmental Neuroscience, 40, 329–337.
Gordon, R. A. (2016). Crisis team roles in school emergencies. School Psychology Quarterly, 31(2), 181–195.
Greenberg, M. T., et al. (2017). Resilience promotion in school safety. Prevention Science, 18(1), 1–8.
Halligan, S. L., et al. (2015). Emotion dysregulation following disasters. Developmental Psychopathology, 27(2), 495–501.
Hammond, W. (2021). Restorative response to school crisis events. Journal of Community Psychology, 49(6), 2142–2158.
Hawkins, J. D., et al. (1992). Protective factors for prevention during crisis. Psychological Bulletin, 112(1), 64–105.
Heim, C., et al. (2008). Stress physiology and trauma reactions. Biological Psychiatry, 63(2), 123–131.
Hobbs, M. (2017). Evacuation planning and youth mobility. International Journal of Emergency Management, 13(4), 347–364.
Hoffmann, S. G. (2012). Anxiety-related reactions to emergencies. Nature Reviews Neuroscience, 13, 51–64.
Holliday, S. B., et al. (2018). Crisis hotline effectiveness for youth. Suicide and Life-Threatening Behavior, 48(5), 501–514.
Hsu, J., et al. (2020). Public health crisis communication. PLOS ONE, 15(1), e0228379.
Institute of Medicine. (2007). Emergency care for children: Gaps and solutions. National Academies Press.
International Association of Chiefs of Police. (2021). School crisis communication protocols.
International Federation of Red Cross and Red Crescent Societies. (2021). Global emergency preparedness standards.
Jaycox, L. H., et al. (2010). Classroom-based terror response interventions. Journal of Applied School Psychology, 26(3), 197–216.
Johnston, C., et al. (2021). Emergency response coordination in resource-limited settings. Disaster Medicine, 15(2), 145–156.
Kessler, R. C., et al. (2012). Predictors of PTSD in emergencies. American Journal of Psychiatry, 169(7), 620–629.
King, M., et al. (2016). Psychological first aid effectiveness. Disaster Health, 3(1), 1–10.
Kowalski-Trakofler, K., et al. (2012). Decision-making under duress. Safety Science, 50, 125–133.
Lai, B. S., et al. (2017). Family coping following crises. Clinical Child & Family Psychology Review, 20(4), 405–420.
Landers, A. L., et al. (2022). Emergency training in school staff. School Psychology Quarterly, 37(2), 99–114.
Leung, P. (2019). Telehealth emergency intervention effectiveness. Psychiatric Services, 70(3), 251–258.
Luthar, S. S., et al. (2015). Resilience science for high-risk youth. Annual Review of Psychology, 66, 543–571.
Masten, A. S. (2014). Ordinary magic in recovery. Guilford Press.
McLaughlin, K. A. (2015). Stress and neural adaptation in trauma. J Child Psychol Psychiatry, 56(3), 301–322.
Miller, D. N. (2019). School suicide response best practices. Guilford Press.
National Academies of Sciences. (2019). Emergency management: Youth-specific policy design.
National Institute of Mental Health. (2023). Emergency mental health: Youth risk indicators.
Neumayer, E., & Plümper, T. (2007). Disaster vulnerability and inequality. Annual Review of Sociology, 33, 251–274.
Norris, F. H., et al. (2002). Global crisis mental health overview. Psychiatry, 65(3), 207–239.
OECD. (2021). Child safety and protective infrastructure benchmarking.
Office of Juvenile Justice and Delinquency Prevention. (2020). Emergency response and youth justice coordination.
Pfefferbaum, B., & North, C. S. (2008). Disaster mental health models. Clinical Psychology Review, 28(4), 479–490.
Picco, L., et al. (2017). Stigma during crisis response. Journal of Affective Disorders, 208, 498–504.
Plotnikoff, R. C., et al. (2015). Communication barriers in high-stress events. International Journal of Behavioral Medicine, 22(1), 54–66.
Puig, J., et al. (2012). Faith-community support in crisis recovery. Psychological Trauma, 4(1), 87–93.
Rider, E. A., et al. (2021). Pediatric ER communication competency. Journal of Emergency Nursing, 47(6), 878–886.
Romer, D. (2003). Risk awareness and youth crisis behavior. Developmental Review, 23(1), 1–34.
SAMHSA. (2022). Crisis response best practices and 988 guidance.
Scott, M. A., et al. (2020). Multi-tiered crisis intervention structures. School Psychology, 35(4), 257–273.
Shultz, J. M., et al. (2013). Epidemiology in global disaster events. Disaster Health, 1(1), 3–14.
Stallard, P., et al. (2014). School-based trauma interventions: Evidence review. Clinical Child & Family Psychology Review, 17(2), 146–168.
Steinberg, L. (2008). Stress response and decision during emergencies. Developmental Review, 28, 78–106.
The White House. (2023). National Strategy for Youth Crisis Response and Resilience.
UNICEF. (2022). Global child protection during emergencies guidance.
United Nations. (2015). Sendai Framework for Disaster Risk Reduction.
World Health Organization. (2023). Emergency risk communication: Youth-focused guidance.

Section 51 – Short-Term Memory and Focus Training

American Academy of Pediatrics. (2019). Cognitive health and development in adolescents. Pediatrics, 144(4), e20192772.

American Psychological Association. (2019). Working memory training: Evidence-based guidance statement. APA.
Alloway, T. P., & Gathercole, S. E. (2006). Working memory and academic learning. Journal of Experimental Child Psychology, 93(3), 211–229.
Aronen, E. T., et al. (2005). Sleep and cognitive performance in youth. Child Care Health Dev, 31(6), 703–708.
Baddeley, A. (2012). Working memory overview and model updates. Journal of Cognitive Psychology, 24(1), 1–18.
Bailey, D. H., et al. (2020). Executive skills shaping educational outcomes. Journal of Applied Developmental Psychology, 70, 101165.
Barkley, R. A. (2015). ADHD and behavioral inhibition theory. Guilford Press.
Barnett, S. M., & Ceci, S. J. (2002). Transfer of cognitive training. Psychological Bulletin, 128(4), 612–637.
Beck, I., et al. (2021). Mind-wandering and focus disruption. Journal of Experimental Psychology: General, 150(1), 37–55.
Best, J. R., & Miller, P. H. (2010). Development of EF in childhood. Developmental Psychology, 46(1), 171–181.
Biederman, J., et al. (2012). Working memory deficits in ADHD. J Psych Res, 46(12), 1504–1511.
Bishop, D. (2013). Cognitive load in youth learning tasks. Developmental Science, 16(6), 832–840.
Blakemore, S. J., & Mills, K. L. (2014). Social brain and distractibility. Neuron, 82(3), 682–695.
Brown, T. E. (2013). A new understanding of ADHD in children. Routledge.
Buschkuehl, M., & Jaeggi, S. M. (2010). Improving intelligence by training working memory. Psychonomic Bulletin & Review, 17(2), 226–249.
Cain, M. S., et al. (2014). Focus control and multitasking. Psych Review, 121(1), 59–85.
Centers for Disease Control and Prevention. (2023). Youth attention and learning statistics.
Chen, Y., et al. (2019). Movement breaks boosting focus. Journal of School Health, 89(6), 473–481.
Cohen, N., & Ochsner, K. N. (2018). Emotion-cognition interactions in attention. Annual Review of Psychology, 69, 473–503.
Cowan, N. (2017). Working memory capacity limits. Curr Dir Psych Sci, 26(6), 498–503.
Dehn, M. (2014). Working memory and academic performance. John Wiley & Sons.
Diamond, A. (2013). Executive functions and school performance. Annual Review of Psychology, 64, 135–168.
Dunning, D. L., et al. (2013). Computerized working memory training for youth. Developmental Psychology, 49(12), 2366–2379.
Eysenck, M. W., et al. (2007). Anxiety and cognitive interference. Emotion, 7(2), 336–353.
Friedman, N. P., & Miyake, A. (2017). EF unity and diversity. Annual Review of Psych, 68, 27–52.
Gathercole, S. E., et al. (2008). Classroom behavior and working memory. Journal of Abnormal Child Psychology, 36(4), 553–568.
Giedd, J. N. (2015). Neural maturation for attention control. Journal of Adolescent Health, 57(2S), S2–S6.
Gioia, G. A., et al. (2000). BRIEF assessment standardization. Child Neuropsychology, 6(3), 235–251.
Gioia, G. A., & Isquith, P. K. (2010). Metacognition and self-monitoring. Developmental Neuropsychology, 35(2), 101–111.
Greenberg, M. T., & Harris, A. R. (2012). SEL and focus improvement. Child Development, 83(1), 26–42.
Hale, T. S., et al. (2007). Neural organization for sustained attention. Biological Psychiatry, 62(9), 1198–1206.
Harris, A., & Choi, S. (2021). Movement and cognitive activation research. Developmental Review, 62, 100993.
Holmes, J., et al. (2009). Adaptive WMT in children. Dev Sci, 12(4), F9–F15.
Iordan, A. D., et al. (2018). Attention lapses brain networks. Cerebral Cortex, 28(12), 4216–4229.
Jaeggi, S. M., et al. (2008). WMT increases fluid intelligence? PNAS, 105(19), 6829–6833.
Johnson, M. H. (2011). Brain plasticity in youth. Child Development, 82(1), 7–16.
Kane, M. J., et al. (2007). Attention control as WMC core. Psych Review, 114(4), 584–616.
Karbach, J., & Verhaeghen, P. (2014). Cognitive training meta-analysis. Psych Science, 25(11), 2027–2037.
Klingberg, T. (2010). Training and the brain. Nature Reviews Neuroscience, 11, 625–633.
Kofler, M. J., et al. (2019). Behavioral and neuro performance ADHD profiles. Journal of Abnormal Child Psychology, 47(5), 735–750.
Lambek, R., et al. (2011). Organizational skills and WM. ADHD Atten Def Hyp Dis, 3, 225–236.
Lautrey, J., et al. (2020). Cognitive load influences focus performance. Cognitive Psychology Review, 10(1), 33–57.
Luna, B., & Wright, C. (2016). Brain systems for attention control. Annu Rev Neurosci, 39, 275–292.
McNab, F., et al. (2009). WM training and dopamine system changes. Science, 323, 800–804.
Miyake, A., & Friedman, N. (2012). EF integrated framework. Psych Rev, 119(1), 52–70.
Murphy, C., et al. (2019). Exercise improving focus and cognition. Pediatrics, 144(4), e20191069.
NIMH. (2023). Neuroscience of attention and short-term memory fact sheet.
Owen, A. M., et al. (2010). Brain training dispute evidence. Nature, 465(7299), 775–778.
Parsons, S., & Bynner, J. (2005). Literacy, EF, and life outcomes. Journal of Child Psychology & Psychiatry, 46(1), 139–147.
Petersen, S. E., & Posner, M. I. (2012). Attention network theory. Annu Rev Neurosci, 35, 73–89.
Posner, M. I., & Rothbart, M. K. (2007). Developing attention systems. Science, 318, 1908–1912.
Randolph, C., et al. (1998). Cognitive screening for students. Clinical Neuropsychologist, 12(1), 56–70.
Raver, C. C., & Blair, C. (2016). Poverty effects on EF. Psychological Science, 27(4), 444–453.
Richards, M., et al. (2014). Hearing loss impact on WM. Pediatrics, 133(3), e504–e510.
Rose, E. J., et al. (2009). Neural plasticity under training. Neuroscience, 164(3), 1572–1583.
Scheres, A., et al. (2007). Reward and ADHD focus difficulty. Dev Sci, 10(3), 325–336.
Shipstead, Z., et al. (2012). WM training critique. Psychonomic Bulletin & Review, 19(2), 197–224.
Sibley, M. H., et al. (2020). Digital CBT focus support. Journal of Consulting and Clinical Psychology, 88(6), 484–498.
Smith, E. E., & Jonides, J. (1999). WM neuroimaging. Science, 283, 1657–1661.
Söderqvist, S., & Nutley, S. B. (2010). Cognitive training effects. Frontiers in Psychology, 1, 1–11.
Sternberg, R. J. (2021). Intelligence development strategies. Cambridge University Press.
Stevens, C., et al. (2020). Music and attention in youth. Developmental Cognitive Neuroscience, 41, 100743.
Stolicyn, A., et al. (2021). Digital distraction regulation techniques. Computers & Education, 173, 104282.
Strommen, E. A., et al. (2022). Multimodal focus training. J Appl Dev Psych, 81, 101453.
Sulik, M. J., et al. (2010). Behavior regulation and WM growth. Dev Psych, 46(6), 1654–1670.
Tamm, L., & Peugh, J. (2019). Classroom WM interventions. School Psychology, 34(4), 404–416.
Thapar, A., & Cooper, M. (2016). Genetics of attention problems. Annual Review of Neuroscience, 39, 89–107.
UNICEF. (2022). Youth cognitive health strategies global guide.
World Health Organization. (2023). Brain health for children and adolescents guidance.

Section 52 – Executive Function for Daily Structure

Adelman, H. S., & Taylor, L. (2006). Organizational skills support in school functioning. School Psychology Quarterly, 21(1), 10–27.

American Academy of Pediatrics. (2021). Executive skills development and pediatric guidance. Pediatrics, 147(6), e20210526.
American Psychological Association. (2017). Executive functioning accommodations recommendations. APA Services.
Alloway, T. P. (2013). Working memory and organizational behavior in youth. Journal of Learning Disabilities, 46(4), 348–358.
Anderson, V., et al. (2012). Executive function impaired by stress and trauma. Brain and Cognition, 80(3), 352–361.
Aronen, E. T., et al. (2010). Sleep challenges and self-regulation. Journal of Pediatric Psychology, 35(1), 79–88.
Baddeley, A. (2012). Executive control within working memory. Journal of Cognitive Psychology, 24(1), 3–15.
Barkley, R. A. (2011). Executive function deficits and behavior regulation. Guilford Press.
Bauermeister, J. J., et al. (2012). ADHD and daily task organization. J Clin Child Adolesc Psych, 41(1), 53–65.
Becker, S. P., et al. (2019). Procrastination and EF development. Child Development, 90(2), e222–e237.
Best, J. R., et al. (2011). Cognitive control growth in youth. Child Development, 82(3), 653–666.
Blair, C., & Raver, C. C. (2015). Poverty and EF developmental toll. Psychological Science, 26(4), 444–453.
Boise, C., et al. (2020). Multitasking strain on EF. Journal of Applied Cognitive Psychology, 34(6), 1388–1402.
Brocki, K. C., & Bohlin, G. (2004). Emotional behavior and planning. Developmental Neuropsychology, 26(3), 613–630.
Bull, R., et al. (2008). EF predictors of school achievement. Dev Neuropsychology, 33, 181–197.
Cameron, C. E., et al. (2012). Organization routines and EF. Early Education & Development, 23(3), 355–377.
Carriedo, N., et al. (2016). EF training generalization. Journal of Experimental Child Psychology, 152, 85–99.
CDC. (2023). Executive function and childhood behavior monitoring dataset.
Cella, M., et al. (2020). Technology-based EF interventions meta-analysis. NPJ Digital Medicine, 3(1), 3–14.
Clark, C. A., et al. (2013). Metacognition and EF development. Dev Sci, 16(4), 441–455.
Cohen, N., & Ochsner, K. N. (2018). Emotion regulation interactions with EF. Ann Rev Psych, 69, 473–503.
Cole, P. M., et al. (2019). Self-regulation under stress. Ann Rev Psych, 70, 425–449.
Conklin, H. M., et al. (2021). EF growth monitoring in schools. School Psychology, 36(1), 1–14.
Cragg, L., & Gilmore, C. (2014). EF and numeracy tasks. Child Development, 85(3), 986–1002.
Cypel, Y. (2017). Adolescent task planning strategies. Learning and Instruction, 52, 54–63.
Damian, R. I., & Roberts, B. W. (2015). Conscientiousness and EF daily structure. Psychological Bulletin, 141(4), 975–1004.
Diamond, A. (2013). EF foundational role. Annual Review of Psychology, 64, 135–168.
Doyle, O., et al. (2018). Early EF predicts life results. PNAS, 115(2), E246–E252.
Duncan, G. J., et al. (2007). EF predictors of school success. Dev Psych, 43(6), 1428–1446.
Durlak, J. A., et al. (2011). SEL improves EF-linked success. Child Development, 82(1), 405–432.
Fergusson, D. M., et al. (2013). EF and adult functioning. Psychological Medicine, 43(6), 1241–1253.
Friedman, N. P., et al. (2016). EF structure across development. Psychological Science, 27(11), 1427–1441.
Garon, N., et al. (2008). EF emerging in preschool. Psychological Review, 115(4), 873–902.
Giedd, J. N. (2018). Prefrontal growth in adolescence. Developmental Neuroscience, 40, 284–297.
Giovanelli, A., et al. (2021). Overburdened schedules and EF weakening. J Res Adolescence, 31(3), 601–617.
Gioia, G. A., et al. (2000). BRIEF assessment standardization. Child Neuropsychology, 6(3), 235–251.
Gioia, G. A., & Isquith, P. K. (2014). Executive self-monitoring in children. Dev Neuropsych, 39(2), 102–122.
Graham, S. (2016). Peer context and EF. Educational Psychologist, 51(3–4), 272–293.
Hackman, D. A., et al. (2015). Environmental quality on EF. Child Dev, 86(5), 1649–1664.
Hofmann, W., et al. (2012). Self-control and EF interactions. Trends in Cognitive Sciences, 16, 174–180.
Hollenstein, T., & Lougheed, J. P. (2013). Emotional patterns affect EF. Child Dev, 84(3), 765–780.
Jacobson, L. A., et al. (2011). Impact of slow processing speed. Child Neuropsych, 17(1), 1–18.
Karbach, J., & Unger, K. (2014). Adaptive training benefits. Frontiers in Psychology, 5, 391.
Katz, B., et al. (2021). Routine building and EF improvements. Developmental Psychology, 57(1), 38–56.
Kim, S., et al. (2013). EF and peer acceptance. Journal of Youth & Adolescence, 42(4), 554–567.
Klingberg, T. (2011). The learning brain and EF. Nature Reviews Neuroscience, 12, 533–546.
Kofler, M. J., et al. (2019). EF behavior during daily tasks. J Abnorm Child Psych, 47(5), 735–750.
Kuhn, D. (2006). Reasoning development as EF. Perspectives on Psychological Science, 1(1), 80–87.
Luo, Y., et al. (2020). Digital supports for EF. Computers & Education, 159, 104018.
Meltzer, L. (2018). EF learning strategies for students. Guilford Press.
Miyake, A., & Friedman, N. P. (2012). Unified EF framework. Psychological Review, 119(1), 52–80.
Moffitt, T. E., et al. (2011). Self-control metrics predict life success. PNAS, 108(7), 2693–2698.
National Academies of Sciences. (2019). Supporting EF in educational systems. NAS Press.
National Institute of Mental Health. (2023). Youth EF and development report.
Nikitina, E., et al. (2019). Stress management improves EF. Dev Psych, 55(3), 1314–1329.
Owen, A. M., et al. (2010). Brain training claims evaluation. Nature, 465(7299), 775–778.
Pandita, S., et al. (2020). Nutrition and EF. Nutritional Neuroscience, 23(4), 260–271.
Parkinson, C., et al. (2014). Social focus and control networks. NeuroImage, 100, 725–733.
Posner, M. I., & Rothbart, M. K. (2007). Attention and EF. Science, 318, 1908–1912.
Raver, C. C., et al. (2016). Stress and EF pathways. Ann Rev Psych, 67, 435–460.
Reid, R. J., et al. (2020). EF interventions in schools. School Psychology, 35(3), 215–226.
Romer, D. (2010). Impulse control in adolescence. Developmental Review, 30, 1–16.
Schwartz, D. L., et al. (2023). EF improvement technologies. Psychological Science, 34(1), 51–68.
Scott, S., et al. (2017). Parenting routines and EF. Dev Psych, 53(4), 742–756.
Steinberg, L. (2013). Brain development and planning skills. Annual Review of Psychology, 64, 47–73.
Thompson, R. A. (2014). Emotion regulation supports EF. Child Development Perspectives, 8(2), 81–86.
UNICEF. (2022). EF development in youth.
United Nations. (2019). Children, learning, and self-management standards.
Weissberg, R. P., et al. (2015). SEL improves organization behavior. American Psychologist, 70(6), 506–517.
World Health Organization. (2023). Youth EF and learning resilience guidance.

Section 53 – Trauma-Informed Skills (Functional, Not Therapy)

Adelman, H. S., & Taylor, L. (2006). Integrating trauma-responsive supports in school systems. School Psychology Quarterly, 21(1), 1–15.

American Academy of Pediatrics. (2021). Pediatric trauma exposure: Policy guidance. Pediatrics, 147(4), e202004487.
American Institutes for Research. (2020). Trauma-sensitive schools implementation science review.
American Psychological Association. (2019). Trauma and youth functioning: Practice considerations. APA Services.
Arnetz, J. E., et al. (2014). Coping skills effectiveness following trauma exposure. Journal of Traumatic Stress, 27(6), 690–697.
Aronson, K. R., et al. (2016). Workforce trauma-informed skills training outcomes. Journal of Community Psychology, 44(4), 414–429.
Bearman, S. K., et al. (2018). Classroom behavior stabilization and trauma-responsive strategies. School Mental Health, 10(3), 223–237.
Beck, J. G. (2016). Resilience behaviors after adversity: Functional implementations. Clinical Psych Review, 47, 1–10.
Blaustein, M. E., & Kinniburgh, K. M. (2018). Attachment self-regulation competency model behavioral adaptations. Guilford Press.
Boden, M. T., et al. (2014). Emotional grounding micro-skills. Journal of Anxiety Disorders, 28(4), 430–436.
Briere, J., & Scott, C. (2014). Trauma stress management strategies. Sage.
Brown, S. M., et al. (2020). Trauma-responsive environments research synthesis. Child Abuse & Neglect, 110, 104652.
Brymer, M., et al. (2017). Psychological first aid skills rationale. Child & Adolescent Psychiatric Clinics, 26, 477–490.
Center for the Study of Social Policy. (2019). Strengthening families protective factors framework.
Centers for Disease Control and Prevention. (2023). ACEs risk and resilience intervention updates.
Cicchetti, D. (2010). Neurodevelopmental impacts of trauma and skill-based support. Dev Psychopathology, 22(3), 743–777.
Cohen, J. A., et al. (2006). Distress-tolerance skill development in youth. Journal of Child Psychology & Psychiatry, 47(3), 227–234.
Cook, A., et al. (2005). The ARC framework: Behavioral safety and stabilization. Trauma and Loss Research Center.
Coppens, E., et al. (2016). Suicide prevention skills in school communities. Crisis, 37(6), 426–434.
Cummings, K. P., et al. (2017). Emotion identification and coping training in classrooms. School Mental Health, 9(2), 137–149.
Danese, A., & Baldwin, J. R. (2017). Long-term trauma impacts and resilience supports. Annual Review of Psychology, 68, 517–544.
Davenport, C., et al. (2021). Trauma-responsive teaching practices evaluation. Teaching & Teacher Education, 100, 103284.
Davis, M., et al. (2018). Grounding skills for acute anxiety reduction. Behaviour Research & Therapy, 103, 41–47.
DeCamp, W. (2019). School violence exposure and trauma-responsive skill outcomes. Youth & Society, 51(3), 311–331.
Durlak, J. A., et al. (2011). Social-emotional learning reduces trauma-linked symptoms. Child Development, 82(1), 405–432.
Ehring, T., et al. (2014). Rumination and trauma response interventions. Clinical Psychology Review, 34, 1–10.
Evans, S. E., et al. (2013). Protective behavior skills fostering resilience. Trauma, Violence & Abuse, 14(4), 316–334.
Fazel, M., et al. (2014). School-based support for war-affected youth. PLOS Medicine, 11(7), e100164.
Fisher, P. A., et al. (2016). Self-regulation skills for stress recovery. Developmental Psychobiology, 58(2), 210–221.
Forbes, C. N., et al. (2018). Distress tolerance skills and functioning. Anxiety, Stress & Coping, 31(4), 422–435.
Friedman, M. J., et al. (2007). Post-trauma adaptation manual. Guilford Press.
Garcia, R., et al. (2020). Cultural humility in trauma response. Journal of Community Psychology, 48(2), 293–307.
Greeson, J. K. P., et al. (2011). Trauma supports in child welfare settings. Child Abuse & Neglect, 35(11), 870–878.
Harden, B. J. (2017). Empowerment-focused trauma supports. American Journal of Orthopsychiatry, 87(2), 129–138.
Heim, C., et al. (2019). Stress physiology and coping skill teaching. Biological Psychiatry, 85(2), 150–162.
Helping Traumatized Children Learn. (2020). Partnering with schools to implement trauma-sensitive skills. Boston Safe Schools Initiative.
Herman, J. L. (2015). Recovery from traumatic events: Skill-based stabilization. Basic Books.
Hoagwood, K. E., et al. (2018). School-family partnerships in trauma supports. Journal of School Health, 88(7), 524–532.
Hobfoll, S. E. (2014). Conservation of resources theory in trauma adaptation. Psychiatry, 77(3), 215–228.
Hodes, R. M., et al. (2018). Trauma in displaced youth: Practical supports. The Lancet Child & Adolescent Health, 2(2), 121–134.
Jaycox, L. H., et al. (2010). Classroom trauma coping curriculum outcomes. J Applied School Psych, 26(3), 197–216.
Johnson, S. B., et al. (2013). Self-regulation skill gaps after trauma. Pediatrics, 131(2), e349–e357.
Kearney, C. A., & Graczyk, P. A. (2014). Multi-tier trauma-responsive support planning. Youth & Society, 46(4), 559–578.
Kilpatrick, D. G., & Saunders, B. E. (2009). Violence exposure and coping strategies. Cambridge University Press.
Ko, S. J., et al. (2008). Creating trauma-informed systems. National Center for Child Traumatic Stress.
Lang, J. M., et al. (2015). Self-efficacy building after trauma. School Mental Health, 7(2), 106–118.
Lawson, K., et al. (2022). Skill-focused trauma response training for educators. School Psychology International, 43(1), 3–22.
LeDoux, J. (2000). Fear system and safety signaling. Annual Review of Neuroscience, 23, 155–184.
Luthar, S. S. (2015). Resilience-focused interventions for vulnerable youth. Annual Review of Psychology, 66, 543–571.
Masten, A. S. (2014). Ordinary magic resilience science. Guilford Press.
McLaughlin, K. A. (2016). Stress inoculation supports. Psychological Science, 27(1), 14–24.
Miller, L. (2020). Trauma exposure and youth self-monitoring. Journal of Child Psychology & Psychiatry, 61(9), 1020–1031.
National Child Traumatic Stress Network. (2023). Practical trauma-informed strategies toolkit.
National Institute of Mental Health. (2023). Trauma exposure prevalence overview: Youth report.
O'Connor, C., et al. (2019). Crisis de-escalation micro-skills. Clinical Child Psychology & Psychiatry, 24(4), 870–885.
Perry, B. D., & Szalavitz, M. (2017). Skill-focused recovery approaches in trauma exposure. Basic Books.
Phillips, L., et al. (2020). Trauma skill retention and academic success. Prevention Science, 21(5), 648–658.
Porges, S. W. (2011). Polyvagal theory and regulation skills. Norton.
Rees, S., et al. (2019). Youth empowerment strategies reduce trauma impact. Journal of Youth Studies, 22(3), 321–339.
SAMHSA. (2020–2023). Trauma-informed practice implementation guidance.
Shamblin, S., et al. (2016). Rural service systems trauma training model. Child & Youth Care Forum, 45(6), 915–930.
Sheridan, M. (2016). Mind-body self-regulation skills. Journal of Child & Family Studies, 25(3), 1027–1039.
Slopen, N., et al. (2012). Coping skill deficits following chronic stress. Pediatrics, 130(1), e162–e170.
Sousa, C., et al. (2019). Emotion labeling and trauma recovery skill-use. Development & Psychopathology, 31(2), 505–521.
Steinberg, L. (2013). Neurological control and regulation skills. Annual Review of Psychology, 64, 47–73.
Thompson, R. A. (2016). Emotion-regulation skills in trauma-affected adolescents. Child Development Perspectives, 10(3), 168–173.
UNICEF. (2022). Trauma-responsive school resources and child protection toolkit.
United Nations. (2019). Stress mitigation and recovery supports in youth services.
van der Kolk, B. A. (2015). Somatic grounding approaches. Viking Press.
Weissberg, R. P., et al. (2015). SEL skill-building buffers trauma impacts. American Psychologist, 70(6), 506–517.
World Health Organization. (2023). Psychological first support and trauma skill guidance.

Section 54 – Functional Adaptation & Life Transition

Aquilina, L., et al. (2020). Transition readiness in youth: Independent living competencies. Journal of Adolescent Health, 67(1), 72–81.

Arnett, J. J. (2000). Emerging adulthood and adaptation development. American Psychologist, 55(5), 469–480.
Arnett, J. J. (2015). Navigating life transitions in identity formation. Oxford University Press.
Aquilino, W. S. (2006). Family relationships during transition to adulthood. Journal of Marriage & Family, 68(2), 403–419.
Baker, A. N., et al. (2021). Social support structures for life transitions. Journal of Youth Studies, 24(4), 522–540.
Bandura, A. (2001). Self-efficacy cycle: Adapting to new environments. Annual Review of Psychology, 52(1), 1–26.
Barclay, K., et al. (2019). Economic independence challenges for youth. Social Science Research, 78, 1–14.
Benson, P. L., et al. (2006). Developmental assets framework for transition success. Applied Developmental Science, 10(1), 43–55.
Blakemore, S. J. (2012). Brain maturation in social adjustment. Neuron, 75(4), 650–665.
Bronfenbrenner, U. (2005). Ecological systems in life change. Harvard University Press.
Cameron, C. A. (2018). Problem-solving in life transitions. New Ideas in Psychology, 48, 32–42.
Canadian Centre for Occupational Health and Safety. (2022). Functional adjustment in new environments guidance.
Centers for Disease Control and Prevention. (2023). Youth adaptation and health risk monitoring system.
Cicchetti, D. (2013). Resilience during significant transitions. Development and Psychopathology, 25(4), 1405–1421.
Cohen, R., et al. (2020). Mental flexibility in adaptation. Current Psychology, 39(3), 845–856.
Cooney, T. (2005). Family financial stress in transition challenges. Journal of Family Issues, 26(2), 143–168.
Cote, J. E. (2014). Identity capital during life changes. Developmental Psychology, 50(2), 465–475.
Cummings, J., et al. (2021). The move to independent living: Skills focus. Journal of Social Work, 21(5), 1032–1049.
Cutuli, J. J., et al. (2018). Resource stability as adaptation protection factor. Child Development, 89(4), e233–e249.
Deci, E. L., & Ryan, R. M. (2012). Motivation and adaptive behavior. Guilford Press.
Di Fabio, A., & Kenny, M. E. (2015). Life design and future orientation. Journal of Vocational Behavior, 88, 4–12.
Durlak, J. A., et al. (2011). SEL and adaptable behavior success outcomes. Child Development, 82(1), 405–432.
Eisenberg, N., et al. (2016). Adaptive emotion regulation. Child Development Perspectives, 10(3), 141–146.
Erikson, E. H. (1968). Identity transitions across lifespan. Norton.
Fazel, M., et al. (2021). Youth displacement and adaptation. The Lancet Child & Adolescent Health, 5(2), 96–109.
Fisher, C. B. (2018). Autonomy development and responsibility skills. Developmental Review, 47, 1–22.
Fowler, P. J., et al. (2011). Homelessness transitions in youth. American Journal of Public Health, 101(1), 140–146.
Gallagher, M. W., et al. (2015). Hope skills during change. Journal of Positive Psychology, 10(5), 447–458.
Gestsdottir, S., & Lerner, R. M. (2008). Positive adjustment in changing environments. Developmental Review, 28(3), 203–224.
Giedd, J. N. (2015). Adolescence and adaptive decision capacity. Journal of Adolescent Health, 57(2S), S2–S6.
Ginsburg, G. S., et al. (2014). Protective coping strategies for transition anxiety. J Child Psychol Psychiatry, 55(2), 112–121.
Goldberg, J., et al. (2020). Transition guidance for education-to-employment pathways. Journal of Career Development, 47(2), 205–223.
Graham, S. (2020). Social belonging during life changes. Educational Psychologist, 55(4), 227–240.
Gupta, S., et al. (2019). Routine adaptation and mental health. Psychiatry Research, 273, 300–306.
Harris, A. (2019). Emerging adulthood and self-reliance skill development. Child Development, 90(6), 1977–1990.
Hawkins, J. D., et al. (1999). Prevention models supporting major transitions. Psychological Bulletin, 125(5), 627–674.
Healy, M. (2022). Transition skills and academic persistence. Higher Education Quarterly, 76(2), 323–341.
Heimberg, R. (2016). Anxiety reduction in novel environments. Clinical Psychology Review, 45, 125–136.
Holt-Lunstad, J., et al. (2010). Social support as a survival predictor. PLOS Medicine, 7(7), e1000316.
Hox, J., et al. (2017). Community integration upon transition into adulthood. J Community Psych, 45(2), 233–245.
Hudson, K. D., & McDermott, K. W. (2021). Adaptive communication and independence. School Psychology, 36(1), 75–88.
Johnson, S. B., et al. (2020). Youth readiness for health-care transitions. Pediatrics, 146(2), e20201212.
Kahn, R. E., et al. (2016). Coping style and real-world transition outcomes. Journal of Adolescence, 54, 42–52.
Kanter, J. (2018). Life change adaptation self-efficacy. Behavior Modification, 42(4), 561–589.
Kiviruusu, O., et al. (2015). Transition stress and coping outcomes. Developmental Psychology, 51(1), 36–48.
Koenig, L. A. (2021). Financial transition competency. Journal of Family and Economic Issues, 42(3), 401–417.
Krause, E., et al. (2020). Functional skills and self-regulation in change. Emot Rev, 12(4), 203–210.
Lai, B. S., & LaGreca, A. M. (2019). Skill retention under stress. Clinical Child Psychology & Psychiatry, 24(3), 606–620.
Lanza, S. T., et al. (2010). Transition readiness in high-risk youth. Child Development, 81(2), 865–879.
Lerner, R. M. (2009). Positive youth development across transitions. Developmental Psychology, 45(1), 1–13.
Masten, A. S. (2014). Ordinary magic: Resilience across life changes. Guilford Press.
Mickelson, K. (2020). Skills for newly independent living. Journal of Adolescence, 79, 98–109.
Moffitt, T. E., et al. (2011). Self-control predicts success in transitions. PNAS, 108(7), 2693–2698.
National Academies of Sciences. (2015). Transitions to adulthood: Research synthesis. NAS Press.
Neff, K. (2011). Self-compassion in times of life change. Oxford University Press.
OECD. (2021). Transition skill benchmarks for sustainable livelihoods.
Patel, V., et al. (2018). Global youth wellbeing transitions. The Lancet, 392, 1056–1088.
Pfefferbaum, B. (2014). Psychosocial responses to major life shifts. Clinical Psych Review, 34, 605–613.
Prochaska, J. O., & Velicer, W. F. (1997). Stages of change transition model. Health Psych, 16(1), 3–14.
Sawyer, S. M., et al. (2018). A new developmental age: The expanded adolescence. The Lancet Child & Adolescent Health, 2(3), 223–228.
Schwartz, S. J., et al. (2011). Identity work during change. Developmental Psychology, 47(2), 475–490.
Steinberg, L. (2013). Self-regulation development under change. Annual Review of Psychology, 64, 47–73.
Tanner, J. L., et al. (2008). Health behavior change during transition. J Adolesc Health, 43(1), 24–33.
Thompson, R. A. (2014). Emotional adaptation science. Child Dev Perspectives, 8(2), 71–76.
UNICEF. (2023). Transition support for global youth guidance.
United Nations. (2019). Youth independence and resilience report.
Weissberg, R. P., et al. (2015). SEL skills supporting major life transitions. American Psychologist, 70(6), 506–517.
World Health Organization. (2023). Youth life-skills development and independence guidance.

Section 55 – Assertiveness and Boundary Setting

Abbey, A., et al. (2011). Boundary communication and risk reduction. Psychology of Violence, 1(3), 239–253.

Aguinis, H., et al. (2011). Assertiveness in workplace role clarity. Journal of Applied Psychology, 96(2), 453–471.
Ames, D. R., et al. (2006). The assertiveness spectrum and interpersonal outcomes. Journal of Personality & Social Psych, 91(1), 61–80.
American Psychological Association. (2019). Communication skills development framework. APA Services.
Anderson, C., & Kilduff, G. J. (2009). Power perception and assertive behavior. J Pers Soc Psych, 96(3), 491–503.
Aronson, E. (2018). Influence and persuasion boundaries. Freeman.
Asher, S. R., et al. (2017). Peer rejection and assertive skill deficits. Child Development Perspectives, 11(3), 163–169.
Australian Institute of Family Studies. (2022). Healthy boundaries education report.
Avtgis, T. A. (2001). Communication apprehension and assertiveness relationship. Communication Quarterly, 49(3), 290–302.
Baker, C. N., et al. (2019). Boundary-setting in adolescence. Journal of Youth & Adolescence, 48(1), 52–66.
Bandura, A. (2001). Self-efficacy supporting assertive behavior. Annual Review of Psychology, 52(1), 1–26.
Bartholomew, K., et al. (2001). Attachment and assertion. J Soc & Pers Relationships, 18(6), 795–817.
Becker, S. P., & Kerig, P. K. (2018). Assertive refusal skills reduce victimization. J Interpersonal Violence, 33(15), 2469–2492.
Beesley, D., & Frey, L. (2018). Boundary protection in interpersonal trauma. Trauma & Abuse, 19(2), 168–180.
Berne, E. (2016). Games people play: Assertive communication awareness. Random House.
Black, M. C. (2011). Boundary education prevents abuse outcomes. Violence Against Women, 17(10), 1223–1243.
Bowes, L., & McMurran, M. (2013). Assertiveness training interventions meta-analysis. Clinical Psychology Review, 33, 250–262.
Brown, B. (2012). Vulnerability, authenticity, and clean boundaries. Avery.
Cappelen, A. W., et al. (2015). Fairness asserts boundaries to exploitation. Management Science, 61(9), 1979–2005.
Centers for Disease Control and Prevention. (2023). Healthy relationship boundaries resources.
Chu, S. Y., et al. (2016). Assertiveness increases refusal self-efficacy. Prevention Science, 17(4), 528–537.
Clark, M. A., & Rogalski, C. (2021). Workplace harassment boundary defense. Journal of Occupational Health Psychology, 26(2), 169–185.
Cohen, R., et al. (2018). Social skills training improving assertive communication. Developmental Psych, 54(4), 657–670.
College of Policing. (2022). Self-advocacy skills for public interactions.
Cornelius, T. L., & Averill, J. R. (1983). Assertive expression of anger. Journal of Social Issues, 39(3), 175–191.
Coyne, S. M., et al. (2019). Social media boundaries in youth. Computers in Human Behavior, 96, 226–235.
Cramer, D. (2015). Assertiveness, empathy, and interpersonal influence. Personality and Individual Differences, 81, 47–52.
Cummings, J. (2020). Boundaries in emerging adulthood. Journal of Adult Development, 27(1), 43–55.
Davila, J., et al. (2017). Romantic boundary clarity reduces conflict. Couple and Family Psychology, 6(4), 253–266.
DeWall, C. N., & Bushman, B. J. (2011). Assertiveness prevents passive aggression cycles. Psychological Science, 22(9), 1057–1060.
DiGiuseppe, R. (2019). Rational communication in boundary setting. Routledge.
Donnellan, M. B., et al. (2007). Personality contributions to assertive behavior. J Res Pers, 41(3), 509–529.
Durlak, J. A., et al. (2011). SEL enhances refusal and assertion competencies. Child Development, 82(1), 405–432.
Eaton, A. A., et al. (2020). Gendered responses to assertiveness. Psychology of Women Quarterly, 44(2), 187–204.
Ehrenreich, J. T., et al. (2017). Boundary assertion to reduce anxiety. Cognitive Therapy & Research, 41(6), 906–918.
Eisenberg, N. (2019). Emotional regulation supports assertion. Annual Review of Psychology, 70, 643–670.
Ellis, A., & Dryden, W. (2010). REBT-based assertiveness skills. Springer.
Fang, Z., et al. (2022). Social learning and boundary enforcement. Social Development, 31(1), 33–47.
Fischer, A. H., et al. (2017). Anger assertion enhances relationship respect. Emotion, 17(3), 449–461.
Gable, S. L., & Reis, H. T. (2010). Boundaries in social support interactions. Journal of Personality and Social Psychology, 99(2), 221–234.
Goncy, E. A., & van Dulmen, M. H. (2010). Peer resistance and dating safety. J Adolesc, 33, 101–110.
Gottman, J., & Levenson, R. W. (2002). Regulated communication boundaries in relationships. J Marriage & Family, 64(3), 613–626.
Government of Canada. (2021). Consent and boundary education guidelines.
Grijalva, E. (2015). Narcissism and dysfunctional assertiveness. Psychological Bulletin, 141(2), 261–310.
Harris, K. M., et al. (2018). Assertive refusal protects youth wellbeing. Health Psychology, 37(8), 751–758.
Hawk, S. T. (2019). Assertive privacy boundaries online. Youth & Society, 51(3), 370–391.
Holt-Lunstad, J. (2010). Boundaries and health protective behavior. PLOS Medicine, 7(7), e1000316.
Iarocci, G., et al. (2019). Cognitive flexibility and boundary setting success. Dev Sci, 22(2), e12741.
Johnson, S. M. (2019). Love and respect through clear boundaries. Guilford Press.
Juvonen, J., & Gross, E. F. (2008). Assertive reactions to bullying. Journal of Youth & Adolescence, 37, 244–256.
Kamau, E. N., et al. (2020). Post-secondary independence and assertiveness. Journal of College Student Development, 61(6), 748–762.
Kirschbaum, L. (2015). Boundary-setting skills in clinical populations applied to non-clinical learning. Behaviour Change, 32(4), 237–252.
Koenig, A., & Eagly, A. H. (2014). Gender role norms and assertive behavior expectations. Journal of Personality & Social Psychology, 107(4), 617–639.
Kok, T., et al. (2019). Assertiveness training improves conflict resolution. European Journal of Psychology of Education, 34, 113–131.
Lazarus, A. A. (2014). Multimodal behavioral assertiveness. Springer.
Linehan, M. M. (2014). Interpersonal effectiveness skills. Guilford Press.
Lo Cricchio, M. G., et al. (2021). Boundary clarity protects against peer coercion. Child Abuse & Neglect, 118, 105146.
Maccoby, E. E. (2007). Family boundaries and youth autonomy. Annual Review of Psychology, 58, 557–583.
McCormick, M. P., et al. (2015). SEL assertiveness improves academic adjustment. Dev Psych, 51(8), 1061–1072.
National Institutes of Health. (2023). Healthy relationship boundaries factbook. NIH Office of Research on Women’s Health.
Neff, K. (2011). Self-compassion preserves personal boundaries. Oxford University Press.
Ng, T. W. H., & Feldman, D. C. (2014). Assertiveness and career progression. Journal of Vocational Behavior, 85(2), 192–205.
O'Neill, J., et al. (2019). Assertive stance reduces interpersonal exploitation. Social Influence, 14(4), 175–189.
Organization for Economic Cooperation and Development. (2022). Skills for self-advocacy in youth transitions.
Park, Y. (2020). Assertiveness moderates discrimination impacts. Cultural Diversity & Ethnic Minority Psych, 26(1), 36–45.
Rosenberg, M. (2015). Nonviolent communication boundary-setting method. PuddleDancer Press.
Schlenker, B. R., & Leary, M. R. (1982). Assertive self-presentation outcomes. J Pers & Soc Psych, 42(4), 594–608.
Smith, P. K., et al. (2018). Boundary assertion reduces bullying victimization. Aggressive Behavior, 44(3), 264–276.
Steinberg, L. (2014). Adolescent autonomy and assertive skill emergence. Harvard University Press.
Tannen, D. (1994). Directness vs. politeness in assertion. Oxford University Press.
Thompson, R. A. (2016). Self-regulation predicts assertive success. Child Development Perspectives, 10(1), 45–50.
United Nations. (2020). Consent agency and personal safety curricula.
Velotti, P., et al. (2016). Poor boundaries elevate relational aggression. Frontiers in Psychology, 7, 1302.
Weissberg, R. P., et al. (2015). SEL builds refusal and advocacy skills. American Psychologist, 70(6), 506–517.
World Health Organization. (2023). Global relationship safety and communication guidelines.

Section 56 – Awareness and Attention Building

Adolphs, R. (2016). The neuroscience of social attention and awareness. Annual Review of Psychology, 67, 553–578.

Alloway, T. P., & Alloway, R. G. (2010). Attention and working memory development. Journal of Cognitive Psychology, 22(6), 762–775.
American Academy of Pediatrics. (2021). Pediatric attention development policy updates. Pediatrics, 147(3), e20210561.
American Psychological Association. (2018). Self-awareness competencies guidance for youth development.
Anderson, V. (2014). Attention control in brain development. Developmental Neuropsychology, 39(2), 75–91.
Barkley, R. A. (2012). Behavioral attention regulation. Guilford Press.
Bauer, P. J., et al. (2015). Sustained attention expansion across childhood. Developmental Cognitive Neuroscience, 13, 1–10.
Best, J. R., & Miller, P. H. (2010). Attention and cognitive flexibility. Child Development, 81(6), 1641–1660.
Bioulac, S., et al. (2019). Technology-supported attention training. Applied Neuropsychology: Child, 8(1), 21–30.
Blair, C., & Diamond, A. (2008). Biological basis of attention self-regulation. Child Development, 79(2), 360–365.
Booth, J. N., et al. (2013). Aerobic fitness enhances attention. Journal of Pediatrics, 163(3), 736–743.
Braver, T. S. (2012). Motivation and attentional control. Current Directions in Psychological Science, 21(5), 317–322.
Brocki, K. C., & Bohlin, G. (2004). Attention control and emotional behaviors. Developmental Neuropsychology, 26(2), 613–630.
Brown, R. E., et al. (2020). Natural environments increase attentional restoration. Landscape and Urban Planning, 202, 103873.
Carroll, D. J. (2020). Self-awareness and metacognition roles in attention. Educational Psychologist, 55(4), 299–316.
Casner, S. M., & Schooler, J. W. (2014). Increasing mindfulness decreases attention lapses. Consciousness and Cognition, 24, 33–40.
Chang, Y. K., et al. (2013). Exercise improves attention processing. NeuroImage, 78, 647–654.
Christodoulou, J. A., et al. (2017). Sustained attention task validity. Frontiers in Psychology, 8, 1128.
Clements, D. H., & Sarama, J. (2011). Attention in learning trajectories. Early Childhood Research Quarterly, 26(3), 355–365.
Cohen, J., et al. (2016). Mind-body strategies for attention awareness. Clinical Psychology Review, 47, 1–10.
Cowan, N. (2014). Attention bottleneck and memory. Current Directions in Psychological Science, 23(6), 407–413.
Crone, E. A., & Dahl, R. E. (2012). Neural attention development. Nature Reviews Neuroscience, 13, 636–650.
Daly, B. P., et al. (2016). Classroom attention supports. School Psychology Review, 45(2), 123–139.
Davis, N. C., et al. (2018). Attention skills relate to reading and math success. Journal of Educational Psychology, 110(6), 842–856.
Diamond, A. (2016). Cognitive control enhances attention. Annual Review of Psychology, 67, 135–168.
Duncan, G. J., et al. (2007). Early attention predicts achievement. Developmental Psychology, 43(6), 1428–1446.
Durlak, J. A., et al. (2011). SEL improves attention engagement. Child Development, 82(1), 405–432.
Egner, T. (2017). Cognitive flexibility and attention switching. Trends in Cognitive Sciences, 21(6), 439–452.
Engle, R. W. (2018). Attention control as working memory core. Perspectives on Psychological Science, 13(2), 156–166.
Fang, Y., et al. (2018). Sleep loss reduces attention control. Sleep Medicine Reviews, 38, 1–12.
Fisher, A. V. (2011). Attention engagement and classroom design. Psychological Science, 22(1), 140–147.
Fleck, D. E., et al. (2020). Emotional distractions and selective attention. Journal of Affective Disorders, 263, 449–457.
Frost, R., et al. (2021). Nutrition influence on sustained attention. Nutritional Neuroscience, 24(1), 14–23.
Garon, N., et al. (2008). Foundation of attention control. Psychological Review, 115(4), 873–902.
Gazzaniga, M. S. (2019). Brain attentional networks in learning. Neuron, 104(1), 12–21.
Geurts, H. M., & Ridderinkhof, K. R. (2011). Attention in neurodiverse youth. Dev Psychopathology, 23(2), 389–406.
Giedd, J. N. (2015). Attention network maturation. Journal of Adolescent Health, 56(2S), S3–S7.
Gioia, G. A., et al. (2000). Attention behavior assessment. Child Neuropsychology, 6(3), 235–251.
Goldberg, X., et al. (2021). Digital overload impairs attention. Computers & Education, 171, 104239.
Gomez, A. M., et al. (2019). Breathing exercises improve focus. Applied Psychophysiology and Biofeedback, 44(1), 11–20.
Graham, S. (2019). Peer motivation enhances engagement. Educational Psychologist, 54(1), 1–15.
Greenfield, P. M. (2017). Media use and shifting attention. Annual Review of Developmental Psychology, 3, 1–28.
Harris, J. L., et al. (2019). Managing distraction in youth. Journal of Experimental Child Psychology, 185, 156–168.
Hopfinger, J. B., et al. (2000). Selective attention neural markers. Nature Neuroscience, 3, 728–733.
Jha, A. P. (2021). Mind training enhances attention endurance. PNAS, 118(33), e2106875118.
Kahn, R. E., et al. (2018). Social belonging fosters attention. Journal of Youth & Adolescence, 47, 1163–1177.
Kang, Y., et al. (2013). Mindfulness increases sensory awareness. Psychological Science, 24(4), 549–556.
Liversedge, S. (2016). Visual attention and reading comprehension. Annual Review of Psychology, 67, 143–170.
Lowe, C. J., et al. (2017). Exercise boosts selective attention. Psychophysiology, 54, 1346–1358.
Luria, A. R. (2012). Higher attentional systems. Springer.
MacDonald, H., et al. (2020). Classroom noise and attention erosion. Learning and Instruction, 68, 101346.
Miyake, A., & Friedman, N. P. (2012). Attention–EF combined model. Psychological Review, 119(1), 52–80.
Moffitt, T. E., et al. (2011). Self-control across lifespan. PNAS, 108(7), 2693–2698.
National Institutes of Health. (2023). Attention and cognitive development data.
OECD. (2022). Attention skills benchmarks for student success.
Orgad, S., et al. (2020). Digital mindfulness supports attention stability. Computers in Human Behavior, 112, 106473.
Parkinson, C., et al. (2014). Attention influences social understanding. NeuroImage, 100, 725–733.
Posner, M. I., & Petersen, S. E. (1990). Attention network theory. Annual Review of Neuroscience, 13, 25–42.
Posner, M. I., & Rothbart, M. K. (2007). Attention control and self-regulation. Science, 318, 1908–1912.
Putnam, S. P., et al. (2008). Temperament influences attention. Dev Psych, 44, 139–156.
Raver, C. C. (2016). Stress undermines attention readiness. Annual Review of Psychology, 67, 435–460.
Roberts, G., et al. (2021). Nutrition deficiency reduces attention accuracy. Pediatrics Research, 89, 1285–1293.
Rothbart, M. K. (2011). Temperament and attention control. Wiley-Blackwell.
Sarter, M., et al. (2006). Cholinergic attention mechanisms. Nature Reviews Neuroscience, 7, 274–287.
Seli, P., et al. (2018). Mind wandering and task focus. Psych Science, 29(3), 331–343.
Smith, S. L., et al. (2020). Screen time and attention fragmentation. Pediatrics, 146(6), e20201311.
Steinberg, L. (2014). Development of goal-directed attention. Harvard University Press.
Tang, Y. Y., et al. (2007). Short-term mindfulness enhances attention control. PNAS, 104(43), 17152–17156.
Thompson, R. A. (2014). Emotional regulation links to attention success. Child Dev Perspectives, 8(2), 81–86.
UNICEF. (2023). Learning readiness and attention skills guidance.
United Nations. (2019). Youth concentration in learning environments report.
Weissberg, R. P., et al. (2015). SEL supports attention growth. American Psychologist, 70(6), 506–517.
World Health Organization. (2023). Cognitive attention strengthening toolkit.

Section 57 – Self Awareness and Identity Development

Archer, S. (2008). Self concept clarity and identity development. Journal of Personality, 76(1), 141–164.

Arnett, J. J. (2015). Emerging adulthood and identity exploration. Oxford University Press.
Bauer, J. J., & McAdams, D. P. (2010). Personal narratives and identity change. Personality and Social Psychology Review, 14(1), 3–18.
Bee, H. (2019). Lifespan development and identity. Pearson.
Berk, L. E. (2022). Development through the lifespan. Pearson.
Blakemore, S. J. (2018). Brain development in adolescence and identity. Neuron, 100(4), 743–758.
Brewer, M. B. (1991). Personal and social identity distinction. Social Cognition, 9(1), 1–17.
Bronfenbrenner, U. (2005). Ecological identity influences. Harvard University Press.
Brown, B. B. (2004). Peer groups and self identity. Journal of Youth and Adolescence, 33(5), 387–401.
Côté, J. E. (2018). Identity capital theory. Developmental Psychology, 54(3), 433–450.
Cross, S. E., & Markus, H. R. (1991). Cultural meanings of self. Psychological Review, 98(2), 224–253.
Deci, E. L., & Ryan, R. M. (2012). Self determination and intrinsic identity. Guilford Press.
Dumas, T. M., et al. (2009). Self understanding and risk behaviors. Journal of Youth Studies, 12(1), 93–112.
Dweck, C. S. (2017). Mindset and identity potential. Random House.
Erikson, E. H. (1968). Identity: Youth and crisis. Norton.
Fivush, R. (2011). Autobiographical memory and identity. Developmental Review, 31(2), 168–186.
Gestsdottir, S., & Lerner, R. M. (2008). Positive youth identity development. Developmental Review, 28(3), 203–224.
Graham, S. (2018). Racial identity and belonging. Educational Psychologist, 53(2), 86–105.
Grotevant, H. D. (1987). Identity formation processes. Psychological Bulletin, 101(1), 42–60.
Heine, S. J. (2016). Cultural psychology of the self. WW Norton.
Hogg, M. A. (2006). Social identity theory review. Personality and Social Psychology Review, 10(1), 9–27.
Johnson, S. B., et al. (2013). Brain changes and identity in adolescence. Pediatrics, 131(2), S1–S7.
Kroger, J., et al. (2010). Identity status meta analysis. Dev Review, 30(1), 1–16.
Lerner, R. M. (2009). Developmental systems and identity. Dev Psych, 45(1), 1–13.
Marcia, J. E. (1980). Identity status model. Journal of Personality & Social Psychology, 38(3), 551–558.
Masten, A. S. (2014). Resilience and self understanding. Guilford Press.
McLean, K. C., & Syed, M. (2015). Narrative identity development. Springer.
Meeus, W. (2016). Identity research in adolescence. Journal of Youth & Adolescence, 45(2), 255–272.
Moffitt, T. E., et al. (2011). Self regulation predicts identity outcomes. PNAS, 108(7), 2693–2698.
National Academies of Sciences. (2019). Youth identity and wellbeing. NAS Press.
Neff, K. (2011). Self compassion and personal identity. Oxford University Press.
Nurmi, J. E. (2013). Future orientation and identity decisions. Developmental Psychology, 49(11), 2031–2043.
OECD. (2021). Global youth identity adaptation report.
Phinney, J. S. (1990). Ethnic identity development. Child Development, 61(2), 479–494.
Pomerantz, E., & Qin, L. (2019). Parental influence on self identity. Developmental Psychology, 55(2), 458–471.
Rosenberg, M. (1979). Self esteem and societal context. Basic Books.
Rutter, M. (2012). Developmental transitions and identity. Annual Review of Psychology, 63, 1–24.
Sellers, R. M., et al. (1998). Multidimensional identity measure. J Personality & Soc Psych, 74, 805–815.
Smith, E. R., & Mackie, D. M. (2015). Group identity and behavior. Psychology Press.
Smetana, J. G. (2011). Autonomy and self boundaries. Developmental Psychology, 47(3), 765–780.
Steinberg, L. (2014). Cognitive and emotional growth in identity decisions. Harvard University Press.
Swann, W. B. (2011). Self verification processes. Guilford Press.
Tajfel, H., & Turner, J. C. (1986). Group identity formation model. Psychology of Intergroup Relations, 7–24.
Thompson, R. A. (2016). Emotion regulation supports identity. Child Dev Perspectives, 10(3), 141–146.
UNICEF. (2023). Youth identity and development guidance.
United Nations. (2019). Global child development identity report.
Waterman, A. S. (1982). Personal expressiveness and identity. Journal of Youth & Adolescence, 11, 211–227.
Weissberg, R. P., et al. (2015). SEL promotes self awareness. American Psychologist, 70(6), 506–517.
WHO. (2023). Youth identity & wellbeing development toolkit.
Yip, T. (2014). Cultural influences in identity formation. Current Directions in Psychological Science, 23(3), 220–226.

Section 58 – Motivation and Behavior Activation

Aarts, H., & Dijksterhuis, A. (2000). Habits and automatic behavior activation. Journal of Personality and Social Psychology, 78(1), 53–63.

Ajzen, I. (1991). Theory of planned behavior and motivation. Organizational Behavior and Human Decision Processes, 50, 179–211.
American Psychological Association. (2020). Motivation science strategies guidance.
Bandura, A. (1997). Self-efficacy beliefs and motivated action. Freeman.
Baumeister, R. F., & Vohs, K. D. (2016). Self regulation and motivation. Guilford Press.
Berkman, E. T., et al. (2017). Brain mechanisms for behavior activation. Annual Review of Psychology, 68, 69–97.
Bogg, T. (2015). Conscientiousness and long term motivation. Social and Personality Psychology Compass, 9(6), 295–310.
Brehm, J. (2013). Effort models of motivation. Psychology Press.
Bronfenbrenner, U. (2005). Motivation in ecological context. Harvard University Press.
Cameron, J. (2001). Reward and motivation meta-analysis. Review of Educational Research, 71(1), 29–52.
Carver, C. S., & Scheier, M. F. (2011). Self regulated motivation system. Pearson.
CDC. (2023). Motivation and activity engagement monitoring report.
Cerasoli, C. P., et al. (2014). Intrinsic vs. extrinsic motivation performance effects. Psychological Bulletin, 140(4), 980–1008.
Chorpita, B. F., et al. (2011). Activation strategies for youth functioning. Journal of Child & Family Studies, 20, 131–137.
Cohen, G. L., et al. (2017). Sense of purpose and motivated action. Current Directions in Psychological Science, 26(3), 227–233.
Collins, A. L. (2020). Goal setting and follow through supports. Journal of Vocational Behavior, 118, 103396.
Daly, B. P. (2018). Engagement boosters in school environments. School Psychology Review, 47(3), 1–12.
Deci, E. L., & Ryan, R. M. (2012). Self determination theory. Guilford Press.
Dweck, C. S. (2017). Growth mindset and motivation. Random House.
Eccles, J. S., & Wigfield, A. (2020). Student value beliefs shaping motivation. Annual Review of Developmental Psychology, 2, 203–228.
Eisenberg, N. (2019). Emotional regulation enabling behavior activation. Annual Review of Psychology, 70, 643–670.
Elliot, A. J. (2006). Approach and avoidance motivation. Annual Review of Psychology, 57, 1–41.
Fogg, B. J. (2020). Small action triggers build habits. Houghton Mifflin Harcourt.
Gollwitzer, P. M. (1999). Implementation intentions for action. American Psychologist, 54(7), 493–503.
Duckworth, A. (2016). Grit and sustained motivation. Scribner.
Graham, S. (2020). School climate and motivation. Educational Psychologist, 55(3), 209–225.
Hagger, M. S., & Chatzisarantis, N. (2016). Motivation in health behavior change. Psychology & Health, 31(7), 802–824.
Heath, C., & Heath, D. (2010). Motivation is shaped by moments. Random House.
Hofmann, W., et al. (2012). Desire regulation and daily motivation. Trends in Cognitive Sciences, 16(4), 174–180.
Inzlicht, M., & Schmeichel, B. J. (2012). Self control and performance energy model. Trends in Cognitive Sciences, 16, 174–180.
Keller, J. M. (2016). Motivational design in learning environments. Springer.
Kim, S. (2020). Peer support strengthening motivation. Journal of Youth and Adolescence, 49(11), 2256–2267.
Locke, E. A., & Latham, G. P. (2002). Goal setting theory review. American Psychologist, 57(9), 705–717.
Lowe, C. J., et al. (2017). Exercise boosts behavioral activation. Psychophysiology, 54, 1346–1358.
Miyake, A., & Friedman, N. P. (2012). EF supports motivation control. Psychological Review, 119, 52–80.
Moffitt, T. E., et al. (2011). Self regulation significance for motivation. PNAS, 108, 2693–2698.
National Academies of Sciences. (2019). Motivation and persistence strategies report. NAS Press.
Neff, K. (2011). Self compassion encouraging sustainable motivation. Oxford University Press.
OECD. (2022). Motivation for youth labor and learning outcomes.
Pintrich, P. R. (2003). Classroom motivation frameworks. Educational Psychologist, 38(3), 199–207.
Reschly, A. L., & Christenson, S. L. (2012). Student engagement as activation mechanism. Theory Into Practice, 51(2), 148–155.
Ryan, R. M., & Deci, E. L. (2017). Motivation continuum research updates. Annual Review of Psychology, 68, 351–375.
Schunk, D. H., & DiBenedetto, M. K. (2021). Motivation in learning contexts. Educational Psych Review, 33, 159–178.
Sirosis, K., et al. (2021). Motivational scaffolds and executive readiness. Developmental Science, 24(3), e13004.
Skinner, E. A., et al. (2008). Engagement and effort beliefs. Developmental Psychology, 44(4), 1065–1078.
Steinberg, L. (2014). Motivation and decision capacity growth. Harvard University Press.
Thompson, R. A. (2014). Emotion’s effect on goal pursuit. Child Development Perspectives, 8(2), 67–72.
UNICEF. (2023). Motivation and youth development global review.
United Nations. (2020). Behavioral engagement in young populations report.
Weissberg, R. P., et al. (2015). SEL promotes motivation for follow through. American Psychologist, 70(6), 506–517.
World Health Organization. (2023). Global behavior activation guidelines.

Section 59 – Life Planning and Goal Development

Ackerman, P. L. (2018). Lifelong skill development and planning. Journal of Intelligence, 6(2), 20–33.

Ajzen, I. (1991). Planned behavior and intentional goal setting. Organizational Behavior and Human Decision Processes, 50, 179–211.
American Psychological Association. (2020). Goal development guidance standards for youth.
Arnett, J. J. (2015). Transitions and planning in emerging adulthood. Oxford University Press.
Aspinwall, L. G. (2005). Future-oriented thinking and resilience. Current Directions in Psychological Science, 14(4), 157–161.
Bandura, A. (1997). Self-efficacy shaping life planning. Freeman.
Bauer, J. J., et al. (2005). Personal growth and intentional identity choices. Journal of Personality, 73(2), 471–504.
Berk, L. E. (2022). Cognitive development supporting planning skills. Pearson.
Blackwell, L. S., et al. (2007). Growth mindset supports goal commitment. Child Development, 78(1), 246–263.
Boman, P. (2020). Strength-based planning intervention effects. Journal of Youth & Adolescence, 49(11), 2271–2283.
Bronfenbrenner, U. (2005). Ecological transitions in future planning. Harvard University Press.
Carver, C. S., & Scheier, M. F. (2011). Self-regulation in goal pursuit. Pearson.
CDC. (2023). Youth transition and goal readiness dataset.
Cerasoli, C. P., et al. (2014). Incentives and goal performance. Psychological Bulletin, 140(4), 980–1008.
Cox, A., et al. (2018). Goal scaffolding improves educational outcomes. Journal of Educational Psychology, 110(4), 546–558.
Creed, P. A., & Patton, W. (2003). Career planning and transition outcomes. Journal of Vocational Behavior, 62, 1–19.
Deci, E. L., & Ryan, R. M. (2012). Life motivation and goal quality. Guilford Press.
Dweck, C. S. (2017). Mindset in goal development. Random House.
Eccles, J. S., & Wigfield, A. (2020). Expectancy value foundations of long term planning. Annual Review of Developmental Psychology, 2, 203–228.
Erikson, E. H. (1968). Identity formation and planning stages. Norton.
Fitzsimons, G. M., et al. (2015). Social support boosts goal completion. Journal of Personality & Social Psychology, 109(3), 493–509.
Gollwitzer, P. M. (1999). Implementation intentions and goal follow through. American Psychologist, 54(7), 493–503.
Graham, S. (2020). Supportive environments for planning success. Educational Psychologist, 55(3), 209–225.
Hadwin, A. F., & Webster, E. A. (2013). Self regulated planning in academic tasks. Learning and Instruction, 24, 53–62.
Hagger, M. S., & Chatzisarantis, N. (2009). Behavior change intentions. Psychology & Health, 24(3), 1–19.
Heath, C., & Heath, D. (2010). Planning behavior change strategies. Random House.
Hershberger, J., et al. (2021). Goal-setting improves career readiness. Journal of Career Development, 48(6), 721–736.
Higgins, E. T. (2012). Regulatory focus and goal pursuit. Psychology Press.
Holland, J. L. (1997). Personality and career goal alignment. Psychological Assessment, 9, 1–14.
Kena, G., et al. (2020). National transition planning benchmarks. U.S. Department of Education.
Latham, G. P., & Locke, E. A. (2007). Goal setting theory empirical foundations. Academy of Management Review, 32(4), 952–968.
Lerner, R. M. (2009). Positive youth development enhances purposeful planning. Developmental Psychology, 45(1), 1–13.
Masten, A. S. (2014). Resilience in long term life design. Guilford Press.
McMahon, M., et al. (2017). Meaning and career decision making. Journal of Career Development, 44(5), 365–378.
Moffitt, T. E., et al. (2011). Self control predicts adult goal achievement. PNAS, 108(7), 2693–2698.
Neff, K. (2011). Self compassion supports persistence during setbacks. Oxford University Press.
OECD. (2021). Global transition planning indicators for youth.
Patel, V., et al. (2018). Global youth future planning systems. The Lancet, 392, 1056–1088.
Pintrich, P. R. (2003). Classroom goal orientation. Educational Psychologist, 38(3), 199–207.
Prochaska, J. O., & Velicer, W. F. (1997). Change readiness and goals model. Health Psychology, 16(1), 3–14.
Sawyer, S. M., et al. (2018). Extended adolescence planning implications. The Lancet Child & Adolescent Health, 2(3), 223–228.
Schunk, D. H., & DiBenedetto, M. K. (2021). Goal motivation in learning. Educational Psych Review, 33, 159–178.
Sheldon, K. M., & Elliot, A. (1999). Self concordant goals. Journal of Personality & Social Psychology, 76(3), 482–497.
Skinner, E. A., et al. (2008). Effort beliefs and planning engagement. Developmental Psychology, 44(4), 1065–1078.
Steinberg, L. (2014). Cognitive maturity in goal-directed planning. Harvard University Press.
Thompson, R. A. (2014). Emotion’s role in planning outcomes. Child Dev Perspectives, 8(2), 67–72.
UNICEF. (2023). Global life planning guidance for youth.
United Nations. (2020). Human development and planning report.
Weissberg, R. P., et al. (2015). SEL skills improve life goal pursuit. American Psychologist, 70(6), 506–517.
WHO. (2023). Healthy transitions and planning toolkit.

Section 60 – Health, Wellness and Safety Awareness

American Academy of Pediatrics. (2023). School health and safety policy guidelines. Pediatrics, 151(2), e2022061888.

American Psychological Association. (2020). Wellness behavior change frameworks. APA Services.
Bandura, A. (2001). Social learning influences on health behaviors. Annual Review of Psychology, 52, 1–26.
Bauer, U. E., et al. (2014). Noncommunicable disease prevention and wellness. The Lancet, 383(9918), 75–85.
Berkman, N. D., et al. (2011). Health literacy impact review. Annals of Internal Medicine, 155(2), 97–107.
Bronfenbrenner, U. (2005). Ecological influences on safety and health. Harvard University Press.
CDC. (2023). National youth risk and wellness surveillance dataset.
Centeio, E., et al. (2021). Schoolwide wellness initiatives. Journal of School Health, 91(11), 876–885.
Cohen, G. L., et al. (2017). Identity support improves wellness engagement. Current Directions in Psychological Science, 26(6), 515–520.
Cunningham, S., & Rosen, C. (2015). Health behavior motivation in adolescents. Journal of Pediatric Psychology, 40(3), 212–221.
Deci, E. L., & Ryan, R. M. (2012). Motivation and wellbeing. Guilford Press.
Durlak, J. A., et al. (2011). Social emotional skill gains improve health outcomes. Child Development, 82(1), 405–432.
Eisenberg, M. E., et al. (2019). School connectedness and safety behaviors. Pediatrics, 144(6), e20190174.
European Commission. (2022). Public safety and injury prevention youth guidance.
Evans, S., et al. (2018). Mind-body strategies supporting adolescent wellness. Clinical Psychology Review, 65, 34–44.
Fletcher, J. (2015). Mental and physical health integration. Pediatrics, 135(2), e376–e384.
Frieden, T. R. (2010). Public health priorities for wellness equity. The New England Journal of Medicine, 362(10), 843–850.
Gore, F. M., et al. (2011). Global adolescent health challenges. The Lancet, 377(9783), 2093–2102.
Gould, M. S., et al. (2021). Prevention of high-risk behaviors. Annual Review of Public Health, 42, 145–163.
Graham, S. (2020). Belonging and wellness behavior. Educational Psychologist, 55(3), 209–225.
Greenberg, M. T., et al. (2017). SEL and protective health factors. Future of Children, 27(1), 13–32.
Hale, D. R., & Viner, R. M. (2018). Education, health, and safety outcomes. The Lancet Public Health, 3(5), e249–e250.
Heath, N. L. (2018). Managing safety risks in student environments. School Psychology International, 39(4), 345–362.
Institute of Medicine. (2013). U.S. health literacy improvement roadmap. National Academies Press.
Jackson, S. E., et al. (2021). Physical activity and safety habits. Journal of Behavioral Medicine, 44(4), 467–477.
Kleinert, S., & Horton, R. (2016). Adolescent health and global policy direction. The Lancet, 388(10053), 1272–1273.
Lerner, R. M. (2017). Positive development and safety choices. Developmental Psychology, 53(7), 1103–1113.
Masten, A. S. (2014). Resilience in promoting healthy functioning. Guilford Press.
McDaid, D. (2019). Health promotion investment. WHO Bulletin, 97(2), 114–121.
Murray, L. K., et al. (2019). Emergency preparedness education. Disaster Medicine and Public Health Preparedness, 13(5–6), 856–866.
Neff, K. (2011). Self-compassion and health resilience. Oxford University Press.
National Safety Council. (2022). Preventable injury data for youth.
Ozer, E. J., et al. (2011). Agency supports in youth wellness advocacy. Journal of Adolescent Health, 48(5), 441–446.
Patel, V., et al. (2018). Global youth wellbeing framework. The Lancet, 392, 1056–1088.
Petersen, A., et al. (2020). Nutrition safety and youth development. Nutrition Reviews, 78(10), 829–840.
Prochaska, J. O., & Velicer, W. F. (1997). Stages of health behavior change. Health Psychology, 16(1), 3–14.
Quin, D., et al. (2022). School environment and risk prevention outcomes. Psychology in the Schools, 59(6), 1100–1114.
Resnick, M. D. (1997). Connectedness and health protection. JAMA, 278(10), 823–832.
Sawyer, S. M., et al. (2018). Extended adolescence and safety planning needs. The Lancet Child & Adolescent Health, 2(3), 223–228.
Schroeder, S. A. (2007). Health determinants beyond medical care. The New England Journal of Medicine, 357(12), 1221–1228.
Sheeran, P., et al. (2017). Behavior change intention and action. Behavioral Science & Policy, 3(2), 37–49.
Steinberg, L. (2014). Risk decision capacity and adolescent health choices. Harvard University Press.
Substance Abuse and Mental Health Services Administration. (2023). Community safety promotion resources.
Thompson, R. A. (2014). Emotion regulation and safe judgment. Child Dev Perspectives, 8(2), 81–86.
Turner, M., et al. (2019). Healthy school policy improves outcomes. BMJ Open, 9(4), e025914.
UNICEF. (2023). Global youth health and protection guidance.
United Nations. (2021). Sustainable development: Health and safety indicator report.
U.S. Department of Health and Human Services. (2022). Healthy People 2030 wellness targets.
Wechsler, H., et al. (2018). Public health interventions in schools update. Journal of School Health, 88(9), 673–681.
WHO. (2023). Health promotion and injury prevention toolkit for adolescents.