Characteristics of High School Students

Physical, social, emotional, intellectual, moral and psychosocial traits and characteristics of high school students.

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Characteristics of High School Students by Mind Map: Characteristics of High School Students

1. Moral

1.1. Students Develop morals and values based on experiences and those around them.

1.2. Characteristics

1.2.1. Self Control

1.2.2. Compliance with external standards

1.2.3. Self-esteem

1.2.4. Empathy

1.2.5. Conscience

1.2.6. Altruism

1.2.7. Moral reasoning

1.3. Sports & Morality

1.3.1. Ethical Domains

1.3.1.1. Coach Aggression

1.3.1.2. Player Aggression

1.3.1.3. Cheating

1.3.1.4. Disrespect

1.3.1.5. Rule Bending

2. Social

2.1. Peers

2.1.1. Boys

2.1.1.1. Stress skills and interests in friendships

2.1.1.2. Competitiveness works against forming close relationships with male companions

2.1.2. Girls

2.1.2.1. Seek Intimacy

2.1.2.2. Experience greater anxiety about friendships than boys

2.1.3. Influence short-term decisions

2.1.3.1. Hairstyle

2.1.3.2. Speech Patterns

2.1.3.3. Friendships

2.1.3.4. Academic Performence

2.1.3.5. Leisure Activities

2.1.3.6. Dress

2.2. Relationships

2.2.1. Have the capacity to learn about intimate, loving, long-term relationships

2.2.2. Recognize the components of healthy and unhealthy relationships

2.3. Employement

2.3.1. Enhances:

2.3.1.1. Self-discipline

2.3.1.2. A sense of responsibility

2.3.1.3. Self-confidence

2.3.1.4. Attitudes towards work

2.3.2. Less time for:

2.3.2.1. Homework

2.3.2.2. Extracurricular activities

2.3.2.3. Friendship development

2.3.3. May lead to:

2.3.3.1. Increased stress

2.3.3.2. Lower grades

2.3.3.3. Lower career aspirations

2.4. Family (long term influence)

2.4.1. Values

2.4.2. Ethics

2.4.3. Future Plans

2.5. Parents and other adults influence students' long-range plans; peers influence the immediate.

3. Physical

3.1. Height

3.1.1. Boys

3.1.1.1. Some may continue to grow even after graduation

3.1.2. Girls

3.1.2.1. Most reach ultimate height

3.2. Weight

3.2.1. Students will vary in weigh just as much as they do in height

3.3. Changing Bodies (Puberty)

3.3.1. Glandular Problems

3.3.1.1. Acne

3.3.1.2. Arousal of sex drive

3.4. Sexual Activity

3.4.1. Factors related to initiation of sexual activity vary by gender and race

3.4.1.1. White males and females

3.4.1.1.1. Low educational goals

3.4.1.1.2. Below average grades

3.4.1.2. African American Females

3.4.1.2.1. Spending less time with one's mother

3.4.1.2.2. Lack of involvement in church activities

3.4.1.3. African American males

3.4.1.3.1. Low grace point average

3.4.1.3.2. One-parent family

3.4.1.3.3. Limited contact with father

3.4.1.3.4. Lack of participation in family decision making

3.4.2. Sexual Development

3.4.2.1. Understand that they are sexual and understand the options and consequences of sexual expression

3.4.2.2. Choose to express their sexuality in ways that may or may not include sexual intercourse

3.4.2.3. Have an understanding of their own sexual orientation

3.4.2.4. Understand pregnancy

3.4.2.5. Understand HIV and other sexually transmitted infections and the possible consequences of sexual intercourse

3.4.2.6. Ability to make reasoned choices about sex based on knowledge

3.5. Maturation

3.6. Physical Activity

3.6.1. 17% are meeting the goal of 60 minutes a day

3.7. Most students reach physical maturity, and virtually all attain puberty. Tremendous variation exists in height and weight and in rat of maturation

4. Emotional

4.1. Maturation

4.2. Concern for Appearence

4.3. Understand their own feelings and have the ability to analyze why they feel a certain way

4.4. Psychiatric Disorders

4.4.1. Anorexia Nervos

4.4.2. Bulimia Nervosa

4.4.3. Substance Abuse

4.4.3.1. Tobacco

4.4.3.2. Alcohol

4.4.3.3. Cocaine

4.4.3.4. Marijuana

4.4.4. Depression

4.4.4.1. Most common emotional disorder

4.4.4.2. Take the time!

4.4.4.2.1. Ask students you suspect are depress

4.4.4.2.2. Seek school counselor's advice

4.4.4.2.3. Be aware of recent prevention efforts

5. Intellectual/Cognitive

5.1. Formal thought

5.1.1. More like ly to grasp relationships

5.1.2. Mentally plan a course of action before proceeding

5.1.3. Systematically test hypotheses

5.1.4. Problem solving

5.1.5. Respond to media messages but develop increasing ability to analyze those messages

5.2. Political thinking

5.2.1. Becomes more abstract

5.2.1.1. Freedom of Speech

5.2.1.2. Equal justice under law

5.2.1.3. Concept of Community

5.2.2. Decline in authoritarian views

5.2.3. Increase in ability to imagine consequences of current actions

5.2.4. Increase in Political Knowledge

5.3. Attain cognitive maturity—the ability to make decisions based on knowledge of options and their consequences

5.4. Build skills to become self-sufficient

5.5. Seek increased power over their own lives

5.6. Learn to drive, increasing their independence

6. Psychosocial

6.1. Identity is established by social interaction

6.2. Students focus on the importance of peer relationships.

6.3. Show an increase in individual, intimate relationships

6.4. Develop increasingly mature relationships with friends and family

6.5. Continue to be influenced by peers [The power of peer pressure lessens after early adolescence.]