Book contents
- Frontmatter
- Contents
- Contributors
- Foreword
- Preface
- 1 Meeting the essential requirements for healthy adolescent development in a transforming world
- 2 Adapting educational systems to young adolescents and new conditions
- 3 The impact of school reform for the middle grades: A longitudinal study of a network engaged in Turning Points–based comprehensive school transformation
- 4 Schooling for the middle years: Developments in Europe
- 5 The role of the school in comprehensive health promotion
- 6 Education for healthy futures: Health promotion and life skills training
- 7 HUMBIO: Stanford University's human biology curriculum for the middle grades
- 8 Education for living in pluriethnic societies
- 9 The economics of education and training in the face of changing production and employment structures
- 10 School-to-work processes in the United States
- 11 Finding common ground: Implications for policies in Europe and the United States
- Name index
- Subject index
11 - Finding common ground: Implications for policies in Europe and the United States
Published online by Cambridge University Press: 10 May 2010
- Frontmatter
- Contents
- Contributors
- Foreword
- Preface
- 1 Meeting the essential requirements for healthy adolescent development in a transforming world
- 2 Adapting educational systems to young adolescents and new conditions
- 3 The impact of school reform for the middle grades: A longitudinal study of a network engaged in Turning Points–based comprehensive school transformation
- 4 Schooling for the middle years: Developments in Europe
- 5 The role of the school in comprehensive health promotion
- 6 Education for healthy futures: Health promotion and life skills training
- 7 HUMBIO: Stanford University's human biology curriculum for the middle grades
- 8 Education for living in pluriethnic societies
- 9 The economics of education and training in the face of changing production and employment structures
- 10 School-to-work processes in the United States
- 11 Finding common ground: Implications for policies in Europe and the United States
- Name index
- Subject index
Summary
Countries sharing democratic traditions all aim to have well-educated individuals who are mentally and physically healthy and who share the knowledge, values, and skills needed to become productive workers, responsible family members, and active citizens (Takanishi, Mortimer, and McGourthy, 1995). However, it is becoming increasingly clear that these countries, specifically those of Europe and the United States, which are the foci of this volume, have far too many young people at risk of not becoming competent adults.
Thus, in working together toward the 1994 Marbach Conference, both the Johann Jacobs Foundation and the Carnegie Council on Adolescent Development shared an interest in exploring ways in which European countries and the United States could better prepare all their young people for the coming century. The chapters in this volume represent the efforts of an interdisciplinary group of educators, health professionals, and researchers in labor economics, cultural anthropology, biology, psychology, and sociology in search of promising approaches. This concluding chapter identifies the common ground reached, the implications for educational and social policies, and the continuing dilemmas facing nations in preparing their young people for adult life.
Finding common ground
Globalization of the risks of adolescence
The experience of adolescence in the United States and in European countries, although different in important ways, is becoming increasingly similar (Chisholm and Hurrelmann, 1995) As Rutter and Smith (1995) document in an Academia Europaea study of post-World War II trends in psychosocial disorders among adolescents in Europe, increasing num- bers of European youth are engaging in crime, abusing drugs, taking their own lives, and becoming depressed.
- Type
- Chapter
- Information
- Preparing Adolescents for the Twenty-First CenturyChallenges Facing Europe and the United States, pp. 227 - 238Publisher: Cambridge University PressPrint publication year: 1997