THE JOURNAL ABOUT EARLY ADOLESCENT

The manifest gulf in experience that separates younger and older adolescents makes it
useful to consider this second decade of life as two parts: early adolescence (1014 years)
and late adolescence (1519 years).
Early adolescence (1014 years)
Early adolescence might be broadly considered to stretch between the ages of 10
and 14. It is at this stage that physical changes generally commence, usually
beginning with a growth spurt and soon followed by the development of the sex
organs and secondary sexual characteristics. These external changes are often very
obvious and can be a source of anxiety as well as excitement or pride for the
individual whose body is undergoing the transformation. The internal changes in
the individual, although less evident, are equally profound. Recent neuroscientific
research indicates that in these early adolescent years the brain undergoes a
spectacular burst of electrical and physiological development. The number of brain
cells can almost double in the course of a year, while neural networks are radically
reorganized, with a consequent impact on emotional, physical and mental ability.
The more advanced physical and sexual development of girls who enter puberty
on average 1218 months earlier than boys is mirrored by similar trends in brain
development. The frontal lobe, the part of the brain that governs reasoning and
decision-making, starts to develop during early adolescence. Because this
development starts later and takes longer in boys, their tendency to act impulsively
and to be uncritical in their thinking lasts longer than in girls. This phenomenon
contributes to the widespread perception that girls mature much earlier than boys. It
is during early adolescence that girls and boys become more keenly aware of their
gender than they were as younger children, and they may make adjustments to their
behaviour or appearance in order to fit in with perceived norms. They may fall
victim to, or participate in, bullying, and they may also feel confused about their
own personal and sexual identity.Early adolescence should be a time when children
have a safe and clear space to come to terms with this cognitive, emotional, sexual
and psychological transformation unencumbered by engagement in adult roles
and with the full support of nurturing adults at home, at school and in the
community. Given the social taboos often surrounding puberty, it is particularly
important to give early adolescents all the information they need to protect
themselves against HIV, other sexually transmitted infections, early pregnancy,
sexual violence and exploitation. For too many children, such knowledge becomes
available too late, if at all, when the course of their lives has

already been affected and their development and well-being undermined.For over
30 years, The Journal of Early Adolescence (JEA) has provided researchers and
practitioners in developmental psychology, educational psychology , human
development and family studies, psychiatry, public health, social work, and
sociology with the latest work concerning original theoretical work, empirical
research as well as science-based practices regarding the early adolescent
developmental period (10 through 14 years of age).

IN-DEPTHCOVERAGE

Eight times a year (effective 2013), JEA clarifies and analyzes significant advances
and issues from diverse developmental contexts (peers, school, family,
neighborhood, and culture), such as education motivation and achievement, identity
development (self-esteem and self-concept), problem behaviors (health risks,
reactions to stress), sexuality, as well as in-depth discussions on research design
and methodology. Each article goes through rigorous, double-blinded peer review
completed in 90 days or less by at least two (up to four) members of an
international, multi-disciplinary panel of experts.

IMPORTANT TOPICS

The Journal of Early Adolescence offers new perspectives on pivotal developmental

issues during early adolescence. Important topics covered in recent issues include:

Academic competence & transitions

Affect and emotions
Attachment relationships
Bullying/Cyberbullying
Cross-cultural and cross-national comparisons
Deviance and delinquency
Eating disorders
 Educational Transitions
Ethnic and racial comparisons
Externalizing problems
Identity Development
Interventions and program evaluations
Internalizing problems
Moral development
Parenting and family processes
Peer Relations and Friendships
Positive youth development
Problem and risk behaviors
Prosocial behaviors
Puberty/Pubertal development
Self-esteem or self-worth
Self image
Self-regulation and self-control
Sexual activity
Substance use
Youth violence

INFORMATIVE FEATURES

Regular Papers (RP): Original research and theoretical papers from around the world
that present the latest findings and insights on early adolescent development (30-35
pages).

Brief Reports (BR): Basic communication of original research, both basic and
applied or conceptual/theoretical work (20 pages).

Rapid Communiqus (RC): Rapid and succinct communication of cutting edge

findings; requires conceptual/theoretical framework, like the other two submission
formats (8 pages).

Special Issues: Single-theme special issues that include 5 to 8 papers provide in-
depth coverage of subjects of current interest. Single issues concentrate on areas that
 have historically received limited attention. Proposals for special issues ar
encouraged.

Guest Editorials: Short essays that encourage professional dialogue between diverse
disciplines concerned with early adolescence

The Journal of Early Adolescence is the only peer-reviewed, multidisciplinary journal

dedicated to the early adolescent development period.

Adoubt from United Nations Childrens Fund (UNICEF)

February 2011

Proposals for special issues and guest editors are welcomed (vazsonyi@uky.edu).