Continuity of Care Surrounding Emergency Department Encounters for People with Kidney Failure in Alberta, Canada: A Qualitative Study.

Major developmental tasks during middle adolescence include finding the balance between independence and responsibility, changes in moral thinking, developing new relationships with peers, and introduction to sexuality (Ruiz & Yabut, ). During this period, changes in many aspects of development are most pronounced and dramatic. The complexity of adolescence requires an integrative theoretical approach that includes cognitive-developmental, behavioural, social-cognitive, humanistic, ecological, sociocultural, and neurobiological approaches (Goossens, ). The dynamic systems theory (Smith & Thelen, ), for example, explains the interaction of behaviour with biological, emotional, social and cognitive systems. This theory refers to dynamics, contextual conditioning and the non-linearity of development, where small changes in a system can lead to large changes in behaviour (Thelen, ). Therefore, the interaction between adolescents’ neuropsychological development and their physical and social ecology should be considered to explain adolescent behaviour (Defoe et al., ). Given their increased neurocognitive resilience and capacity for change, adolescents are in a position of both great vulnerability and opportunity (Del Ciampo & Lopes Del Ciampo, ). The specific socioeconomic, sociocultural, physical, and emotional contexts that interact with the adolescents’ personal characteristics may explain the increased risk behaviour observed during this developmental phase. This may result from the ways in which adolescents interact and negotiate with their social world (France, ), or from low self-control, impulsive decision-making, immaturity, and other psychological characteristics typical of adolescence (Willoughby et al., ). However, “,,” (Michaud et al., , p. 286). Therefore, prevention programmes should adopt a multidisciplinary approach and include various forms of collaboration between educational institutions, health care, social care, family, and local community services (EMCDDA, ). Social-emotional learning (SEL) is a key component of prevention programmes in schools, as social-emotional skills enable young people to navigate the challenges of growth, development, and adolescence successfully. SEL supports critical questioning of normative beliefs and positive engagement with peers and the environment, preparing them to make better-informed decisions and choices in their lives (Ayllón-Salas & Fernández-Martín, ; Lawson et al., ; Schouwenaars & Gravesteijn, ).The framework for SEL proposed by the Collaborative for Academic, Social, and Emotional Learning (CASEL, ; CASEL ) has now become a core aspect of education in many countries. The five core competences of this model, which are important at all stages of development, include: