TEENS, MEDIA AND COLLABORATIVE CULTURES.
TEENS,MEDIA DIASKILLS IN THECLASSROOMCarlos A. Scolari (Ed.)TRANSLITERACYH2020 Research and Innovation Actions
TEENS,MEDIA DIASKILLS IN THECLASSROOMCarlos A. Scolari (Ed.)TRANSLITERACYH2020 Research and Innovation Actions
FIRST EDITIONMarch 2018EDITORCarlos A. ScolariUniversitat Pompeu Fabra - BarcelonaRoc Boronat, 13808018 Barcelona - SpainEDITINGM.J. MasanetM. Guerrero-PicoM.J. EstablésTRANSLATIONS AND COPY-EDITINGCatherine StonehousePHOTOGRAPHSTransmedia Literacy Research TeamDESIGNArs Media (Turin, Italy)PRINTERCe.Ge (Barcelona, Spain)ISBN: 978-84-697-9843-0ISBN: 978-84-09-00155-2Attribution 4.0 International (CC BY 4.0)The TRANSMEDIA LITERACY project has received funding from the European Union’s Horizon 2020 researchand innovation programme under grant agreement nº 645238
IndexForeword - D. Buckingham.5The Transmedia Literacy Research Project - C.A. Scolari.8Introduction: from Media Literacy to Transmedia Literacy - C.A. Scolari.12FIRST PARTSECTION 1 Transmedia Skills and Informal Learning Strategies1.1 Production Skills - S. Pereira and Pedro Moura.221.2 Management Skills - R. Koskimaa.331.3 Performative Skills - Ó. Pérez and R. Contreras.441.4 Media and Technology Skills - l. gaspard and H. Horst.521.5 Narrative and Aesthetic Skills - M. Guerrero-Pico and N. Lugo.601.6 Risk Prevention, Ideology and Ethic Skills - M.J. Masanet and M.J. Establés.691.7 Informal Learning Strategies - C.A. Scolari.78SECTION 2Media and Platforms2.1 YouTube - E. Gutiérrez, E. Rey and L. Melo.882.2 Wattpad - S. Tirocchi.932.3 Instagram - I. Márquez and D. Lanzeni.982.4 Facebook - R. Winocur and S. Morales. 102SECTION 3Research and Action3.1 Ethnographic Strategies for Revealing Teens’ Transmedia Skills and PracticesS. Pink and E. Ardévol. 1083.2 Exploiting Transmedia Skills in the Classroom. An Action Plan - S. Amici and G. Taddeo. 118SECOND PARTTeacher’s Kit - Didactic Cards. 129
ForewordDavid BuckinghamEMERITUS PROFESSOR, LOUGHBOROUGH UNIVERSITYUnited KingdomVISITING PROFESSOR, KING’S COLLEGE LONDONUnited KingdomMedia literacy is by no means a new idea. One can lookmedia alongside that of written language. Importantly,back to the 1970s and find examples of research andit also puts questions about learning on the agenda. Iteducational projects in the field of television literacy.presumes that understanding media isn’t wholly naturalWork on visual literacy dates back even further, to theor automatic: it isn’t something you learn just by usingearly 1960s; and the idea that film requires a kind ofmedia, or something that is acquired with little effort.literacy was being developed by the Soviet film-makersOn the contrary, it implies that – as with traditionalPudovkin and Kuleshov as long ago as the 1930s. Inliteracy – there is a process of more or less deliberatemore recent decades, we have had advertising literacy,teaching and learning that needs to take place as well.internet literacy, game literacy, information literacyand digital literacy, among many others. These differentOf course, literacy has always been a contested term.media literacies have rather different histories andWhat counts as literacy, how we measure it, who definesmotivations: some are primarily about protectingit and why they do so – these are social and politicalyoung people from harmful influences, while others arequestions. We need to pay close attention to the workabout empowering them to create their own media;this concept is doing, and whose interests it serves.some focus on instrumental skills, while others areLiteracy can function as a means of empowerment,about developing critical awareness; some are aboutbut also as a technology of social control. Historically,the basic grammar of the medium, while others take aone can identify literacy ‘crises’ – moments wheremuch more broad-ranging, conceptual approach.literacy, or a lack of literacy, comes to be seen as a socialproblem. Sometimes this is a general phenomenon, butTo talk about literacy in this context is implicitly tosometimes it is applied to particular groups in the widermake a claim for the status or importance of newpopulation. It may be that we are at such a moment of5
crisis right now, especially with respect to social media.companies have also greatly enhanced their abilityBut it is precisely at such moments that we need to taketo gather and sell data about their customers. Newparticular care. Do we need this concept at all? Why domedia have by no means replaced older media, butwe need it, and who says that we do? Who in particularthe boundaries between public and interpersonalis seen to be lacking in literacy at this time, and what’scommunication have become increasingly blurred.the basis for these claims?New challenges have emerged, for example in the formof ‘fake news’, online abuse and threats to privacy;In the past couple of decades, media literacy haswhile older concerns – for example about propaganda,become an important dimension of media policy.pornography and media ‘addiction’ – have taken onGovernments have been ever more reluctant toa new form. The global media environment is nowregulate media, partly because of their commitment todominated by a very small number of near-monopolythe so-called ‘free market’, but also because technologyproviders, who control the most widely used mediaseems to be defeating attempts at centralisedplatforms and services.control. As an alternative, regulatory bodies aroundthe world are now increasingly required to promoteThe authors of this book are proposing a new formmedia literacy. Media literacy is also a dimension ofof media literacy to help us deal with this new mediainternational policies, for instance in the Europeanecology – to respond to its new challenges and takeCommission and in UNESCO. In these contexts, mediaadvantage of its new opportunities. While their label –literacy has a kind of ‘feel-good’ appeal: after all,transmedia literacies – might seem new, the approachnobody is likely to argue for media illiteracy. We can allthey outline here seems to me to build on the insightsagree that media literacy is a Good Thing, as long asand achievements of decades of work in this field.we don’t probe too closely into what it actually means.There are a great many abstract theories about theAs a result, media literacy is often poorly defined. Itcharacteristics and impacts of new media, and theirfrequently seems to be more of a rhetorical gesturesocial and psychological implications. Several of thesethan a concrete commitment. Furthermore, mediainform the various contributions here. However, whatliteracy is largely seen as a responsibility for mediathese authors are presenting is both concrete empiricalregulators: even now, in a world that is completelyresearch and a set of tools that are designed to be ofsaturated with media of various kinds, very fewpractical use for educators. They offer a taxonomy ofministries of education seem to regard it as a priority.media literacy skills and practices, which includes theEstablishing a firm basis for media education in thevery latest social media but incorporates older mediacompulsory school curriculum has been a long struggle,as well. They provide frameworks that will help us toand there are very few places where it has beenthink through the range of formal and informal learningsuccessfully achieved.practices that are involved in engaging with these media.And they present some practical teaching materials thatAnd yet the need for media literacy – and for coherent,can be used in a variety of educational settings.rigorous programmes of media literacy education –seems even more urgent than ever. Over the pastInevitably, their work also raises new questions. Theretwenty years, the global media environment has beenis a strong emphasis here on informal learning. Thisdramatically transformed. A whole range of new mediapartly reflects the new opportunities for learningtechnologies, forms and practices has emerged. Mediathat are emerging in online settings – on social mediausers have been presented with new opportunitiesplatforms, among gaming communities, in mediafor self-expression and communication; yet mediafandoms, and so on. Yet media literacy is not something6
that will develop spontaneously of its own accord,Finally, there are also broader questions here aboutsimply through using media. The most active mediathe politics of media literacy. In the early days ofusers are not necessarily the most media literate. In mythe internet, many enthusiasts foresaw a massiveview, media literacy also requires a systematic processproliferation of communication, participation andof study; and for better or worse, schools are going tocreativity. It’s hard to deny that this has occurredremain vital (and indeed compulsory) institutions in– yet almost all of it is happening on platforms thatthis respect. Both formal and informal learning takeare owned and controlled by a very small number ofplace across different settings, both outside and insidecommercial corporations. In this context, media literacyschools. Out-of-school settings (whether they are morecan seem like a rather individualistic response: it placesprivate, like families, or more public, like community-the responsibility for safety, for privacy, for dealingbased youth projects) have their own constraints; andwith phenomena like fake news and hate speech,online spaces are also constrained and structured inback onto the individual. For some, this might eventheir own ways, both by the commercial imperativespreclude the need for proper public accountability, forof the companies that provide them, and by the socialnon-commercial public space, and for governmentalnorms that their users develop and try to enforce.regulation. Pushing responsibility back to the individualcitizen (or, more frequently, the individual consumer)In this sense, a binary distinction between ‘formal’ andseems rather like passing the buck. There is a danger‘informal’ isn’t especially helpful. By definition, mediathat media literacy will come to serve as a kind of alibieducation involves an encounter between out-of-for the failures and exclusions of digital capitalism.school knowledge – what we might call more everyday,There’s no doubt that we all need media literacyvernacular knowledge – and the more academic, high-education – or transmedia literacy education, if youstatus knowledge promoted by the school. How these twowish. But in an ever more complex and challengingforms of knowledge (or these two varieties of literacy)media environment, we probably need more radicalinteract is complex, and often fraught with difficulty.social and political responses as well.There is a struggle for legitimacy here, which is foughtout in the world of educational policy, but also in manyeveryday classroom interactions. In many countriestoday, educational policy-makers seem to be emphasizingtraditional definitions of knowledge and pedagogy. Fromthis perspective, the aim of education is essentially toreplace vernacular knowledge with legitimate academicknowledge. By contrast, media educators have alwaysattempted to build upon these forms of everydayknowledge – recognizing them as legitimate in their ownterms, but also seeking to make them more systematic,more comprehensive and more critical. Quite how weachieve that is by no means a straightforward matter, buta complex practical challenge.7
The Transmedia LiteracyResearch ProjectCarlos A. ScolariUNIVERSITAT POMPEU FABRA - BARCELONASpainBetween teens, media and educationis now an active user that jumps from one media orplatform to the next one looking for specific contentSince the diffusion of personal computing in theor information. Last but not least, many of these new1980s, the expansion of the World Wide Web in themedia consumers are now considered ‘prosumers’ who1990s, and the emergence of mobile devices and socialcreate and share “user-generated” contents.networking sites in the 2000s, digital technology hasbeen a catalyst for social change in contemporaryEven if high schools have made great efforts to adaptsocieties. From economy to politics, from education toto the new socio-technical conditions in the past twoculture, practically all aspects of human life have beendecades, the general perception is that the social lifetransformed due to the different ways of developingof teens is built up around a set of digital technologiesand using ICT (Benkler, 2006; Rainie and Wellman,– from social media to mobile devices – and new2012). In the specific field of media and communication,practices that are frequently very different from thethe media ecology has mutated from the traditionaleducational protocols of schools. Researchers like M.broadcasting system to a new environment, where theCastells have detected the existence of a cultural andold ‘media species’ (radio, cinema, television, books,technological gap between today’s youth and a schooletc.) must compete with the new ones (YouTube,system that has not evolved along with society andTwitter, Facebook, mobile devices, etc.) and adaptthe digital environment: “the idea that today a youngand change in order to survive (Scolari, 2013). Inperson must load a backpack of boring text books setthis context new media production, distribution, andby ministerial bureaucrats, and must remain closed in aconsumption practices have emerged, the audiencesclassroom to support an irrelevant speech in the namehave fragmented and the former passive TV viewerof his/her future, is simply absurd” (Castells, 2007:25).8The Transmedia Literacy Research Project
Many questions emerge at the crossroads betweenThe main objectives of the Transmedia Literacyteens, media and education: How can be reducedresearch project were:the ‘gap’ between the formal education institutions to contribute to a better understanding of howand teens? How can teens’ media practices beteens are consuming, producing, sharing, creatingintroduced into formal learning settings? If we considerand learning in digital environments;that teenagers are very active in social media and to create a map of transmedia skills and informalvideogaming platforms, then more questions could belearning strategies used by teenage boys and girls toraised: What are teens doing with new digital interactiveidentify how these can be “exploited” in the formalmedia? What kinds of practices are they using? Whateducation system;kinds of contents are they producing and sharing? How to go beyond the identification of skills/strategiesdid they learn to do it? And again: How can these skills beand propose a Teacher’s Kit that any teacher can‘exploited’ inside the classroom? These are the questionsdownload, adapt and apply in the classroom.behind the Transmedia Literacy research project.The Transmedia Literacy project developed in a contextof interuniversity collaboration. The following institutionsThe research projectand companies participated in the research project: Universitat Pompeu Fabra - BarcelonaThe Transmedia Literacy research project was born due(Spain - Coordination)to the initiative of a group of researchers that share an Jyväskylän Yliopisto (Finland)interest in teenagers, digital interactive communication Pontificia Universidad Javeriana (Colombia)and teaching-learning processes. The proposal was Universidad de la República (Uruguay)presented to the H2020 ICT 31 – 2014: Human-centric Universidade do Minho (Portugal)Digital Age call in April 2014, and was approved in Università degli Studi di Torino (Italy)September 2014. The research started in April 2015 Universitat Oberta de Catalunya (Spain)and concluded in March 2018 after thirty-six months of University of Oxford (United Kingdom)work in eight countries. Ars Media (Italy)Participating countriesSpain (coord.), Australia,Colombia, Finland, Italy, Portugal,United Kingdom and UruguayThe Transmedia Literacy Research Project9
Two scientific institutions collaborated in the project:Section 2 presents the analysis of four social media or INDIRE (Italy)platforms that, according to the researchers, occupy RMIT University (Australia)a central position in the digital life of teens: YouTube,Wattpad, Instagram and Facebook. Finally, Section 3The Transmedia Literacy project involved anintroduces two important fields: transmedia literacyinterdisciplinary group of more than 50 junior andas a research programme and transmedia literacy assenior researchers with sound experience in fieldsan action programme. The first chapter of this sectionsuch as media literacy, transmedia storytelling,explains how to analyse teens’ transmedia skills anduser-generated content and participatory culture,informal learning strategies; the second chaptertraditional and virtual ethnography, and pedagogy andproposes how to exploit teens’ transmedia skills ininnovation in education. This team produced manythe classroom. In this context, Transmedia Literacy isresearch outputs, including papers, articles, reports,presented as a complement and, at the same time, anWhite Papers and this book. At the same time, the teamextension of traditional Media Literacy research andproduced a YouTube channel and a web portal (theaction programmes.Teacher’s Kit) to disseminate the research findings andthe didactic cards.The second part of the book presents a collection ofdidactic cards. This is just a small selection of the cardsthat can be accessed at the website of the TransmediaThe bookLiteracy project (www.transmedialiteracy.org). We invitethe readers to visit the website and download theThe book is divided into two parts. The first partdidactic activities that are most useful for them.includes three sections. Section 1 focuses on the mainoutputs of the Transmedia Literacy research project:This book is just one more part of a 360º researchthe map of transmedia skills and informal learningdissemination strategy. The main objective of the book,strategies identified by the research team duringand the rest of the productions, is to reduce the gapthe fieldwork. Each subsection presents a specificbetween teens’ lives and educational institutions byset of transmedia skills (production skills, contentincorporating the transmedia skills, cultural practicesmanagement skills, risk prevention skills, performativeand personal passions developed outside formalskills, etc.) or informal learning strategies.learning environments into the classroom.ReferencesBenkler, Y. (2006). The Wealth of Networks: How Social Production Transforms Markets and Freedom. New Haven, CT: Yale University Press.Castells, M. (2007). ‘Estudiar, ¿para qué?’. In: La Vanguardia, November 24. Accessed January 5, 2018. URL: Castells-estudiar-para-que.htmlRainie, L., and Wellman, B. (2012). Networked: The New Social Operating System. Cambridge, MA: The MIT Press.Scolari, C. A. (2013). Media Evolution: Emergence, Dominance, Survival and Extinction in the Media Ecology, International Journal ofCommunication, 7:1418–1441.10The Transmedia Literacy Research Project
Transmedia Literacy Research ProjectTITLE: Exploiting transmedia skills and informal learningstrategies to improve formal educationPROJECT ACRONYM: TRANSLITERACYFUNDING: EC H2020 Research and Innovation ActionsCALL: H2020-ICT-2014-1CONTRACT: 645238START DATE: 2015/04/01END DATE: 2018/03/31WEB: www.transmedialiteracy.orgTWITTER: @trans literacyPARTICIPANTSUniversitat Pompeu Fabra - Barcelona (Spain - Coord.)Carlos A. Scolari (Principal Investigator)Maria Jose Masanet (Project Manager)Óliver PérezJoan FerrésMaría del Mar Guerrero PicoMaría José EstablésCollaborators:Ruth Contreras (Universitat de Vic)Arnau Gifreu (Universitat de Vic)Nohemí Lugo (ITESM, Mexico)Jyväskylän Yliopisto (Finland)Raine Koskimaa (Local PI)Tero KerttulaKristiina RönnbergKristian TuomainenPontificia Universidad Javeriana (Colombia)Carlos A. Barreneche (Local PI)Eduardo GutiérrezCollaborators:Néstor Polo (P. U. Javeriana)Alfredo Menendez (P. U. Javeriana)Yamile Becerra (P. U. Javeriana)Leonardo Melo (P. U. Javeriana)Elías Rey (Corporación Universitaria Minuto de Dios)Universidad de la República (Uruguay)Rosalía Winocur (Local PI)María Gladys Ceretta (Local PI)Soledad Morales RamosGabriela Rodríguez BissioMagela CabreraMercedes AltunaPablo GuillénValentina GuarinoniCecilia Fernández PenaNatalia CorreaUniversidade do Minho (Portugal)Sara Pereira (Local PI)Manuel PintoPedro MouraJoana FillolAndreia LoboUniversità degli Studi di Torino (Italy)Simona Tirocchi (Local PI)Morteza JafariSara SanthiàUniversitat Oberta de Catalunya (Spain)Elisenda ArdèvolIsrael MárquezDébora LanzeniUniversity of Oxford (United Kingdom)Rebecca Eynon (Local PI)Huw DaviesLaura PinkertonCristóbal CoboArs Media (Italy)Silvia AmiciSilvio d’AlòGiulia CappelloJuan Carlos GnocchiniDiego Laredo de MendozaINDIRE (Italy)Gabriella TaddeoRMIT University (Australia)Heather Horst (Local PI - University of Sydney)Sarah Pink (Local PI)luke gaspardEdgar Gómez Cruz (University of New South Wales)Marion Muliaumaseali’iCONTACTCarlos A. ScolariMEDIUM Research GroupDepartment of CommunicationUniversitat Pompeu Fabra - BarcelonaRoc Boronat, 138 - 08018 Barcelona, SpainEmail: carlosalberto.scolari@upf.edu11
Introduction: from Media Literacyto Transmedia LiteracyCarlos A. ScolariUNIVERSITAT POMPEU FABRA - BARCELONASpainThe vast diffusion of digital technologies and newexample, by analysing “how the Internet mediatessocial practices around them has led to the emergencethe representation of knowledge, the framing ofof new concepts in the academic and professionalentertainment and the conduct of communication’. Inconversations about media literacy. In the last twotandem with this analysis, research ‘must investigatedecades the semantic galaxy around ‘literacy’ hasthe emerging skills and practices of new media usersexpanded, from ‘digital literacy’ to ‘new media literacy’as the meaningful appropriation of ICT into theiror ‘multimedia literacy’. Although each new conceptdaily lives [ ] A top-down definition of media literacy,has its own specificities, they all deal with a new setdeveloped from print and audio-visual media, while aof interactive contents, production skills, and techno-useful initial guide, should not pre-empt learning fromsocial practices that have resulted from the emergenceusers themselves” (11). In 2006 Buckingham askedof the World Wide Web. Most of the concepts focus on“What do young people need to know about digitalhow to do things with (new) media at school.media?”; in the Transmedia Literacy project anotherquestion orientated the researchers’ reflections: WhatAs Meyers, Erickson and Small (2013) put it, it isare young people doing with digital media? and How didnecessary to make a ‘critical turn to the examinationthey learn to do it?of digital literacies, de-emphasizing skills andrefocusing attention on diverse contexts of use,In this context the research team worked on anand the emergent modes of assessment that arealternative and complementary conception tobound by specific circumstances and communities‘(new) media literacies’ based on informal learningof practice’ (360). Livingstone (2004) proposedenvironments (Sefton-Green, 2013), bottom-upexpanding the intervention of media literacy; forprocesses (Livingstone, 2004), and participatory12Introduction: from Media Literacy to Transmedia Literacy
cultures (Jenkins et al., 2006; Jenkins, Ito, and boyd,can be seen, media literacy is a key component of2016). The concept of ‘transmedia literacy’ wasacademic and professional conversations aboutdeveloped to deal with these new practices andeducation, media and youth.processes that have emerged from the new mediaecology.Although it is almost impossible to process the manyexisting definitions of ‘media literacy’ a series ofscholars have tried to organize, classify and synthesizeMedia literacythem. Potter (2005, 2010) made an extraordinaryeffort to process the different definitions of ‘mediaThere are tens of definitions of ‘media literacy’literacy’ and arrived at a series of common themes:(Rosenbaum et al., 2008; Potter, 2005, 2010). In an the mass media have the potential to exert a widearticle about The State of Media Literacy published in2010 Potter included more than forty definitions. Inrange of potentially negative effects on individuals; the purpose of media literacy is to help people tothe same text he confirmed that a simple search inprotect themselves from the potentially negativeGoogle produced more than 765,000 hits and thereeffects;were more than 18,700 articles about ‘media literacy’ media literacy is a continuum where subjects occupyindexed in Google Scholar (Potter 2010). Six yearsa personal position that depends on their knowledgelater, in 2016, the number of articles has more thanstructures, skills and experiences;duplicated (57,500). Another Google product, the media literacy is a multidimensional space thatNgram Viewer, confirms this explosion of literatureinvolves cognitive, emotional, aesthetic and moralabout ‘media literacy’ in the last thirty years. As itdomains.‘Media literacy’ in Ngram (20.01.2018)Introduction: from Media Literacy to Transmedia Literacy13
As it can be seen, Potter’s conception of mediadeveloped across the whole range of culture andliteracy is strongly anchored in a theory of (negative)communication’ (1993:20).media effects. For him media consumers activate an‘automatic pilot’ that gives them a false sense of beingThe emergence of new media producing, sharing andinformed and controlling the situation. In this contextconsuming practices are challenging researchers andmedia literacy is necessary for de-automating theeducators: media literacy can no longer be limitedmedia reception and activating a critical interpretation.to the critical analysis of media contents or theThe purpose of media literacy is “to target a potentialacquisition of skills inside the formal education system.negative media effect and to either inoculate peopleThe traditional media consumer is now a prosumer (aagainst such an effect occurring or to counter theconcept introduced by Toffler 1980) or participatoryalready negative effect” (Potter 2010:685).creator (Meyers, Erickson, and Small 2013), anactive subject who creates new contents and sharesFor researchers like Buckingham (2003) anthem in the digital networks. Researchers of newinoculation approach is important but not sufficientmedia literacy have identified a set of competenciesin the contemporary media ecology; he believes adefined as ‘prosuming skills’, which include the skillsproduction-centred approach is necessary. Accordingnecessary to produce/create media contents, fromto Buckingham and Domaille (2009) the morethe ability to set up an online communication accountcontemporary definition of media literacy “seemsto using software to generate digital contents andto be based on notions such as ‘critical awareness’,programming. These skills often work together with‘democratic participation’ and even ‘enjoyment’ ofdistribution, remixing and participation skills (Lin,the media” (23). This approach, also known as ‘mediaLi, Deng, and Lee 2013). It is in this context that theeducation’, entails a more active, student-centred,concept of transmedia literacy can enrich the conceptparticipatory pedagogy. However, as Buckinghamof traditional media literacies and reposition theand Domaille remark, countries with a less well-theoretical approaches to the new literacies.established tradition of media education ‘still seemto be informed by a perceived need to ‘protect’ youngAccording to the Pew Research Center, 92% ofpeople from the media’ (24).American teens report going online daily, including24% who say they are online ‘almost constantly’; socialmedia are at the centre of this online activity: FacebookTransmedia literacyis the ‘most popular and frequently used social mediapl
media literacy. Media literacy is also a dimension of international policies, for instance in the European Commission and in UNESCO. In these contexts, media literacy has a kind of ‘feel-good’ appeal: after all, nobody is likely to argue for media illiteracy. W
Choose Health Action Teens Being a Choose Health Action Teen is a great opportunity for teens. They can gain leadership and teaching skills, learn about healthy eating and active play, and have fun with other teens and younger children. But before teens can benefit from the CHAT experience, we have to find and convince teens to be a CHAT. This .
Many teens have scary memories or dreams about trauma. Some teens also feel jumpy or nervous or angry. After trauma, a lot of teens watch out for danger and worry about bad things happening. Some teens also have trouble sleeping and paying attention in school. A lot of teens feel like they DON'T want to talk about or think about the trauma(s .
Kids and Teens Weight Management Program The Kids and Teens program is a resource for kids, teens, and young adults to achieve a healthier weight. Families and patients work with a team of doctors, dietitians, mental health providers, physical therapists and other specialists. Family involvement is important.
Depression in teens The most common age group to experience depression are teens as they are going through a lot of changes in their lives. A little bit of moodiness or being uncommunicative is to be expected in teens. But sometimes they become stuck and overwhelmed by despair. Some of the symptoms of depression in teens include:
Live Vape Free is an a text-based stop vaping program for teens. Once enrolled, teens can access interactive content that is quick and easy to use. There are videos, quizzes, assessments and podcasts to help teens find their “why” and help quit vaping. Teens can also get 1-1 support with a
Kearney and Levine, p. 1 I. INTRODUCTION Teens in the United States are far more likely to give birth than in any other industrialized country in the world. U.S. teens are two and a half times as likely to give birth as compared to teens in Canada, around four times as likely as teens in Germany or Norway, and almost 10
3 les langues et cultures de l’antiquitÉ 5 l’apport des langues et cultures de l’antiquitÉ au franÇais 6 l’apport des langues et cultures de l’antiquitÉ aux langues vivantes 8 l’apport des langues et cultures de l’antiquitÉ aux mathÉmatiques 10 l’apport des
dance with Practices C 31, C 192, C 617 and C 1231 and Test Methods C 42 and C 873. 4.3 The results of this test method are used as a basis for 1 This test method is under the jurisdiction of ASTM Committee C09 on quality control of concrete proportioning, mixing, and placing
