Energy and Effort into What Matters

By Jeff Kluever, Director of Programs

We fill our lives by putting energy and effort into what matters. There’s a popular demonstration called “Jar of Life” in which a jar is filled with big rocks (important things like family, health, work), little rocks (less important things like sports or hobbies), and sand (unimportant things like watching television or social media). When you fill the jar with the big rocks first, then the little rocks, and finally the sand, everything fits in the jar. If you reverse the process and start with sand, then little rocks, then big rocks, not everything fits in the jar.

The point of the demonstration is that when we fill our time with the most important things first, the little rocks and sand can be worked in, but when our time is consumed by unimportant things, we run out of space for what really matters.

When I perform the demonstration, however, I exchange the big rocks for balloons and pose the question – instead of trying to cram more unimportant things into our jar, what if we decided to put more air into our balloons? In other words, what if we put more time, energy, and effort into the big things that really matter, instead of jamming more unimportant sand into our life? What will be more fulfilling – putting more into the important aspects of your life or spending more time on social media?

There’s nothing wrong with having some little rocks and sand in your jar. We need variety in our lives. We need opportunities to rest and rejuvenate so that when the time comes we can be fully engaged with our balloons. But, when you feel like you’re falling short, when there’s just not enough time in the day, don’t cram in more sand. Put air in your balloons.

60-Second Character Challenge
  • What are the critically important “big rocks” or “balloons” in your life?
  • What could you do to invest more time and energy into your “balloons?”
  • What unimportant sand could you remove from your life in order to invest more energy into your “balloons?



Emotions (Grades K-5)

character education lesson: emotion

Overview: Students will practice caring by recognizing and showing compassion for the emotions of others.

Character Education Objectives:

Students will:

  • sort and label the different emotions on the Faces of Emotion Handouts.
  • discuss how having compassion for another person’s emotions shows you care.
  • illustrate emotion and share it with a friend.

Materials:

Lesson Plan:

  • Students work in a group or individually to sort and label the Faces of Emotion Handouts (5 min)
    • Depending on skill levels students can write, trace, or use a drawing or emoticon to label.
  • Discussion Prompts (5-7 mins)
    • What emotion do you feel today?
      • Teacher: I feel happy because I get to teach you today.
    • What is hard about knowing how other people feel?
    • Why do some people cry, and some people yell when they are angry?
    • How can you show you care for someone when they are feeling (insert emotion)?
  • Complete the I Feel Handout (5-7 mins)
    • Choose an emotion you feel. 
    • Draw a picture of yourself when you feel that emotion. 
    • Write (depending on skill level) what emotion you are feeling and why.
  • Share your picture with a friend (1-2 mins)

References
Images are from: https://www.pexels.com/ are free and attribution is not required. 




Positive Impact (Grades 6-12)

Overview:  
A critical component of citizenship is doing what you can to engage with your community. Everyone has the power to use their interests and passions to make a positive impact on their community, the country, and the world. In this lesson, participants will reflect on how their interests and passions can be used to make their community a better place to live, work, and go to school.

Character education objectives:

  • Study how Amanda Gorman’s passion for poetry allowed her to positively impact her country.
  • Students will explore how their own interests and passions can make a difference in their community.
  • Put the citizenship Pillar into action by crafting a plan to use their interests and passions to positively impact their school or community.

Materials:

Lesson Plan: 

Discussion PromptWith a partner, share your interests and passions. Examples could include: music, animals, sports, video games, reading, and so on.

Activity: At the conclusion of the partner discussion, introduce students to Amanda Gorman, the young woman who wrote and delivered the poem “The Hill We Climb” at the 2021 Presidential Inauguration Ceremony.

Watch Amanda Gorman’s speech at the 2021 Presidential Inauguration (5:47)

Optional – have students read the written text of her poem.  

At the conclusion of the video, ask students to discuss the following questions in pairs, small groups, or as a full group.

Discussion Questions:

  • Which of the Six Pillars of Character does this poem/speech align with? Explain your answer.
  • Why do you think Amanda wrote this poem?
  • How did Amanda use her passion for poetry to positively impact her community and country?
  • How could you use your passions and interests to make a positive difference in your community?

Ask students to write down how they could use one of their passions or interests to make a positive impact in their community. Then, direct them to use the Goal Map tool to create a plan to put their passion to work.

For example, if a student is passionate about caring for animals, they could use that passion to volunteer at the Animal Rescue League. Action steps to put that plan into action could be:

  1. Locate an animal shelter in need of volunteers
  2. Fulfill any requirements necessary for being a volunteer at their facility
    • Fill out application
    • Ensure my availability and skill set matches their needs
  3. Schedule time to volunteer
    • Make sure I have transportation to and from the facility

Follow-Up: Several weeks after the completion of this lesson, ask students to share whether they have put their plan into action. If so, how much progress have they made on their plan? How are they positively impacting their community? If not, why?




T.E.A.M.

CHARACTER COUNTS! is designed to work in partnership with students, parents, and faculty to make your school a great place to learn. The acronym T.E.A.M (T-Teach, E-Enforce, A- Advocate, M- Model) is a process for you to use in the implementation of CHARACTER COUNTS!

When you think TEAM, my guess is your first thought is drawn to an athletic team or any group of individuals that work collaboratively for a common goal. In some ways CHARACTER COUNTS!, does provide a framework to work in partnership with students, parents, and faculty to make your school a great place to learn.

This lesson will use the acronym T.E.A.M  as a process for you to use in the implementation of CHARACTER COUNTS!

Teach

  • The values that we want young people to learn.
  • Direct and intentional teaching of values through lecture or large group discussion.
  • Utilizing experiential activities that allow for students to self-discover what values mean and how they apply to their life.
  • Teach values by engaging students in vicarious experiences employing stories told, stories read or stories watched.

Enforce

  • Consistently prohibit gossip and, when appropriate, addressing/discussing its damaging consequences.
  • Enforce a zero-tolerance policy on swearing. Prohibit vulgar and obscene language in your classroom, in hallways, and at school-sponsored activities.
  • Not allowing unkindness of any manner in your classroom; no “put-downs.”
  • Create a code of behavior for your classroom to which students and you agree related to the pillars.
  • Make expectations clear and holding students accountable for them.

Advocate

  • Hang posters or quotations in your class. Refer to the Six Pillars of Character throughout the day as appropriate.
  • Discuss campus “issues of character” on a regular basis (vandalism, good deeds, etc.).
  • Remind students – and yourself – that building our character is not an easy or one-time project. Fashioning our character is the work of a lifetime.
  • Emphasize the importance of working hard and striving for certain standards of achievement.

Model

  • Model the Six Pillars of Character; let students observe that you strive to be a teacher who is trustworthy, respectful, responsible, fair, caring, and a good citizen. 
  • Follow through. Do what you say you will do.
  • Strive to be consistent in dealings with students; avoid allowing personal feelings to interfere with fairness.



The Impact of Lies (Grades K-5)

One of the most basic behaviors of trustworthiness is honesty. Honesty is not always easy, but lying affects more than just your character. The cost of lying is much greater than you think when you are in the moment where a lie may be the easiest answer. This lesson allows students to explore the impact of lies on both their relationships and themselves and the decision, to be honest, even when it’s the hard path, is the best long-term decision. 

Character Education Objectives:
Students will:

  • describe the negative impacts of a lie.
  • reflect on their own honesty.
  • explore opportunities to grow in their own Pillar of trustworthiness.

Materials:

Lesson:

Large Group

  1. Watch the TEDx Talk from Georgia Haukom. The Effects of Lying https://www.youtube.com/watch?v=wbftlDzIALA
  2. Break students up into pairs or in small groups.

Partners/Small Group

  1. Have students answer the following questions in their pair/group. Encourage students to brainstorm as many ideas as possible.
    • Georgia shared about a study where the adults telling lies had negative things happen to their health. What other things do you think happen to you when you tell a lie?
    • Thinking about how someone else will feel is always good to consider when making a decision. Think about how a lie might make someone else feel?
  2. Bring students back to the large group to have a discussion. Be sure to share your own life examples of how you may have been negatively impacted by a lie you have told or been told. Ask students to share their own experiences if they are comfortable.

Personal Reflection/Journal

  1. After the large group discussion, encourage students to do a self-reflection of their own honesty.
  2. Ask students to privately rate themselves 1-3 on their own honesty. 1 is that “I always tell a lie”, 3 is that “I always tell the truth), and 2 is that “Sometimes I have lied.”
  3. We often say we don’t have to be sick to get better, so this self-reflection is designed to allow all students, no matter where they scored themselves, to think about how they can grow. Ask students to think about the following prompts:
    • When was one time I told the truth when it was hard?
    • Why did I choose the truth, even though a lie would have been easier?
    • Where is one place I could work on being more honest? Encourage students to think about their honesty at home, school, with friends, in their community, etc. Remind them that sometimes not giving all the details is also dishonest, so it helps them think of a specific example.



Resilience(Grades 6-12)

Overview:
 Students need opportunities to see success and triumph in the midst of struggle. This lesson provides a video that discusses resilience from a young man who faced a lot of trials in his life. The discussion will provide an opportunity for the classroom to share ideas about trust, growth, and overcoming obstacles. 

Character Education Objectives:
Students will:

  • watch a video about why adversity can build resilience.
  • discuss resilience and trust through the lens of overcoming obstacles.
  • hare ideas for building resilience. 

Materials

  • Markers 
  • Post-it pads (large stick posters or paper) 
  • Access to stream YouTube video 

Lesson Plan Day 1

Journal: (5 mins)

  • What is something that has been challenging in your life to overcome?
  • Who have you trusted in your life to help you overcome challenges?

Whole Group (35 mins)

  • Watch the video: (15 mins)
  • Discussion (20 mins)
    • What does this quote mean to you? “The worst of life could not take out the best of me.”
    • Why do people still succeed and flourish despite pain and trauma?
    • What is resilience?
    • Why does change cause adversity?
    • How do your belief systems impact whether you succumb or surmount challenges? 
    • How is your mind the most crucial resource to building resilience?
    • What does trauma teach us about resilience?
      • Tell your mind what to think- how do we do this?
      • Life is easier when you are prepared – how do you prepare for the unknown?
      • Perspective requires partnership
        • Why do we need others to help us overcome adversity?
  • Exit Ticket: (5 mins) 
    • Who can you trust to help you overcome adversity when you need it?

Lesson Plan Day 2

Journal (5 mins) 

  • What is important about learning to trust yourself in tough situations?

Whole Group Discussion (5 mins)

  • What did you learn about building trust and resilience yesterday?

Small Group Discussion (10 mins)

  • Everything happens for a reason- How can you use your trauma/struggle for a purpose?
  • Who can you trust to support you amid trauma or challenges?
  • What does it mean to trust resiliency to help you overcome adversity? 

 Productive Group Work (10 mins)

  • On poster paper: What are some ways you can build resilience?
    • Have students use a Post It Poster page to record ideas.

Gallery Walk: (10 mins) 

  • What are some ways you can build resilience?
    • Put a star next to an idea you want to remember.
    • Put a tally mark next to an idea you have used in the past to help you overcome an obstacle. 

Exit Ticket (5 mins)

  • What is the most important thing you learned in this lesson?

References
Hunt, C. (2020). What Trauma Taught Me About Resilience | Charles Hunt | TEDxCharlotte. Retrieved 1 April 2020, from https://youtu.be/3qELiw_1Ddg




Leading a significant life

From guest contributor Michael Josephson, founder of CHARACTER COUNTS!

Martin Luther King Jr., said, “Life’s most persistent and urgent question is: What are you doing for others?” In a world increasingly dominated by unapologetic selfishness, this idea may seem quaint and outdated. Yet, for those who have a grand vision of their purpose and value, striving to be of service is not only a noble thing to do, it’s the best way to lead a truly fulfilling and significant life.

Poet William Allen Dromgoole put it this way:

An old man going a lone highway
Came at the evening, cold and grey,
To a chasm, vast and deep and wide,
Through which was flowing a swollen tide.

The old man crossed in the twilight dim.
That swollen stream held no fears for him,
But he paused when safe on the other side
And built a bridge to span the tide.

“Old man,” said a fellow pilgrim near,
“You’re wasting strength with building here.
Your journey ends with the ending day.
You never again must pass this way.
You’ve crossed this chasm deep and wide.
Why build this bridge at the even’ tide?”

The builder lifted his old grey head,
“Good friend, in the path I have come,” he said,
“There followeth after me today
A youth, whose feet must pass this way.

“This swollen stream that was naught for me,
To that fair-haired youth may a pitfall be.
He too must cross in the twilight dim.
Good friend, I am building the bridge for him.”




Conflict Resolution for Kids

From guest contributor Dr. Michele Borba

Arguing. Quarreling. Yelling. Door slamming. Crying. Hurt feelings. Sound familiar? Arguments are a big part of why kids can’t get along, and conflict (and conflict resolution) is also a part of life. One of the most essential skills you need to teach your child is how to handle conflicts so he can survive the social jungle and life. Learning how to deal with all those problems that crop up is a big part of growing up and an essential life skill.

The key point is that not only must your child learn conflict resolution, but do so in a peaceful, calm way so that all the kids involved feel like they’ve won. That’s called a win-win scenario and it’s the best way to reduce arguments and restore friendships. Doing so will not only dramatically boost your child’s friendship quotient, but also improve harmony on the home front. And wouldn’t that ever be a plus?

On a day-to-day basis, the problems our kids face are tough: prejudice, sibling conflict, academic and youth sport pressures, rejection by friends, cliques and gangs, bullying, trying to get along, as well as the frustrations of just growing up. These are issues we used to think only affected older kids; the fact is they are impacting our children at a younger and younger age. 

Although we can’t protect our kids from problems, frustrations, and heartaches, we can arm them with tools to better handle them. The more we help them learn to resolve conflicts peacefully, the greater the likelihood they’ll develop into more self-sufficient, and resourceful individuals able to deal with any issue—and do so without our guidance.

5 Steps to Help Kids Solve Conflicts Amicably

Use the following as a guide to help your kid minimize fighting and learn to solve problems peacefully. Each letter in the acronym, “STAND” represents one of the five steps in conflict resolution and helps kids recall the process. I developed S.T.A.N.D. when I was teaching special needs kids who had difficulty recalling information. It worked so well for them, I began to use it in my private practice with kids. The best news is that I have students coming back years later saying, “I’m still taking that STAND, Dr. Borba.” YES!!!!

Take a S.T.A.N.D. to Solve a Problem

S – Stop and calm down. Keep emotions in check.

T – Tell what’s bugging you. Listen to each side. Stick to facts!

A – Assess alternatives. Brainstorm your options.

N – Narrow the choices to “win-wins”

D – Decide on the best one that you both agree upon -and do it!

Remember, the best way to teach any skill is by “Showing” not “Telling.”  So model each step, and then rehearse it over and over until your child can do each step without you. Learning how to deal with problems in the comfort of your home is also the greatest place for kids to learn by trial and error. Keep reinforcing a realistic approach to help your kids solve problems until they can confidently do so on their own. Finally, make sure you are modeling how to solve problems. Kids watch their parents’ conflict styles and copy. 

Step 1. S = Stop and Calm Down

The first step to solving problems peacefully — or conflict resolution — is teaching kids how to calm down and tune into their feelings. The reason is simple: it’s impossible to think about how to solve a problem if you’re upset. Once in control, you can begin to rationally figure out why you’re upset and then find an answer to your dilemma.  So teach your kid to take a slow deep breath to calm down or walk away until he’s calm. If emotions are high amongst the two kids, do intervene: “I see two angry kids who need to calm down so they can figure out how to solve their problem.”  Tip: You might need to separate the kids until their anger is under control.

Step 2. T = Take Turns Telling What the Problem Is

The trick in this second step in conflict resolution is to teach and then enforce these two critical rules:

  • No put downs or name-calling: You must listen to each other respectfully. (And that takes time!)
  • No interrupting: Each person gets a chance to talk. You might ask each kid to say what happened, summarize each view, and then end with, “What can you do now to solve this problem?” Make suggestions only when your kids really seem stuck.

Three Tips: 

1. One trick: Tell kids to start their explanations with the word  “I” instead of  “You” then describe the problem and how they want it resolved. Doing so helps the speaker focus on the conflict without putting the other kid down. For instance:  “I’m ticked because you never give me a turn. I want to use the computer, too.”

2. If emotions are high, give kids the option of writing or drawing their view of the problem instead of saying it to each other. It’s particularly helpful for younger or less verbal kids. 

3. The goal should be to help each kid try and feel what it’s like to be in the other kid’s shoes. One way to do this is by having each kid put into their own words what the other kid has told them.

Step 3. A = List the Alternatives to Resolving It

Next, kids need to think of alternatives so they have more ways to achieve conflict resolution. Whether your child is a preschooler or an adolescent, the basic rules of thinking of solutions (or brainstorming — or “storming your brain for ideas”)  are the same:

Brainstorming Rules for Kids

  • Say the first thing that pops into your mind-every idea counts.
  • Don’t put down anyone else’s ideas.
  • Change or add onto anyone’s idea.
  • Try to come up with ideas that work for both sides.

Don’t offer your help unless kids really seem stuck! The only way they will develop the confidence to figure things out alone is if you let them.  To keep kids focused, say they must come up with five (or two or three for younger kids) different solutions before you return. Then leave for a few minutes. Stretch the time depending on the children’s age and problem-solving skills.

Teach Little Ones to Use a “Hand Pocket Solver”

A fun idea for younger kids is to teach them to use a “Hand Pocket Problem Solver” (aka their hand!) Hold their hand in yours and go through problem-solving steps. You will have to do this a dozen times but it will kick in!

Thumb:  Say what’s bugging you (the problem)
Pointer, Middle Man, Ring Man: Name 3 ways to solve it (ANYTHING!)
Pinkie: Name the best choice.

Step 4. N = Narrow Choices

Narrow the options down to a few choices. Hint: You will have to go through this a few times but the process is so important. These are the steps that teach decision-making — the same steps your tween or teen will need later to make good, wise, and safe choices alone. 

Here are  two rules to help kids get closer to resolving the problem:

  • Rule 1: Eliminate solutions that are unacceptable to either kid because they don’t satisfy their needs.
  • Rule 2. Eliminate any solutions that aren’t safe or wise (or against our home rules).

Step 5. D = Decide the Best Choice and Do It!

The final step helps kids learn how to make the best decision by thinking through the consequences of their choices.  You can teach kids to think about the consequence of their remaining choices by asking: “What might happen if you tried that?”

Another way to help kids decide on the best choice is by helping them weigh the pros and cons of each remaining possibility: 

  • “What are all the good and bad things that might happen if you chose that?” 
  • “What is the one last change that would make this work better for both of us.”

Once they decide, the two kids shake on the agreement or take turns saying, “I agree.” And then they must stick to that agreement. Yes, it will take time — so keep on. Remember, your real goal is to help your kids learn to act right and make safe, wise choices without you. So keep guiding your kids until they can do the steps– and then step back so they will. 

Michele Borba, Ed.D. is an internationally renowned consultant, educational psychologist, and recipient of the National Educator Award who has presented workshops to over a million participants worldwide. She is a recognized expert in parenting, bullying, youth violence, and character development and author of 22 books including UnSelfie: Why Empathetic Kids Succeed in Our All-About Me World, The 6Rs of Bullying Prevention: Best Proven Practices to Combat Cruelty and Build Respect, The Big Book of Parenting Solutions, and Building Moral Intelligence. She has appeared over 130 times on the TODAY show and is a frequent expert on national media including Dateline, The View, Dr. Oz, Anderson Cooper, CNN, Dr. Drew, and Dr. Phil. To book her for speaking or media even refer to her website: www.micheleborba.com. Follow her on Twitter @MicheleBorba.

Learn more about character education.




The Treasure of Old Friends

From guest contributor Michael Josephson

In my lifetime, I’ve had the good fortune of having a handful of good friends.

Each of my children have many hundreds. At least that’s what they call every Facebook connection they collect like trophies. The list of those kinds of friends includes people they barely know, some they don’t know at all, and even some people they don’t like.

They also have lots of real friends – people they actually know and spend time with. They profess to “love” and “miss” quite a few and, though it defies the meaning of the word “best” they each have a rotating group of best friends often referred to a BFFs (best friends forever) or BFFLs (best friends for life).

It’s pretty obvious to an old codger like me (using the word codger proves how old I am), that their use of the labels “friend” and “best friend” represents a diluted and naïve concept of the intensity and longevity of friendship.

In relationships, “forever” is, outside of rare exceptions, a romantic illusion borne out of real but transitory emotions. From the perch provided by decades of experience, it’s pretty obvious that none or only a few of today’s BFFs will be in their lives for very long.

This is not to say that these relationships aren’t important or that they don’t provide all kinds of needed comforts such as companionship, validation, support, fun, and caring counsel. But just as lasting and meaningful love is hard to find and sustain, true friendships are rare and, therefore, precious.

Generally, the intensity and longevity of almost all friendships are tied to context, place and time.

Except for friendships with relatives (if you’re fortunate to have any who really are your friends), friendships rarely make the transition from one major stage of our lives to another.

And though we may feel affection for old friends who once played a central role in our lives, unless we have been in regular contact, many of the qualities that made the relationship so special (shared joys and grief in real time, common experiences, intimate knowledge of our thoughts and feelings) just aren’t there anymore.

The insight of age is that even our best friendships usually morph into memories.

Fortunately, the emotions that define these memories are easily re-awakened and enjoyed with even infrequent contact.

Communicating with “old friends” can enrich our lives by  bringing our pasts into the present, reminding us of who we were and how we became what we are.

The irony is that Facebook, which seems to promote a watered down version of friendship for my kids, also makes it possible for me to re-connect with a small army of far-flung folks who once played a major role in my life — and I’m glad for that.




Resilience and Overcoming Obstacles (Grades 6-12)

character education resilience lesson

Overview:
Students need to embrace resilience as they care for one another during conflict. This lesson focuses on the caring Pillar while supplying a resource to problem-solve and build resilience.

Character education objectives:

  • Students will discuss problems and solutions 
  • Students will brainstorm solutions to a problem
  • Students will use the Problem Solving Essentials tool and compose a caring response /solution for a problem

 Materials:

Duration: 2 days

Lesson Plan Day 1 

Journal: (5 mins)

  • What is a problem you have had to solve at home or school?
  • What was challenging about solving it?

Whole Group Instruction: (10 mins)

  • You are going to compose an advice column to help people solve problems in their lives. 
  • You will work in groups of 4-5 to problem solve solutions to real-life issues.
  • You will compose a caring response to help the sender tackle their problem.
  • I want you to utilize the Problem Solving Essentials  tool.
  • For each problem scenario you will…
    • Define the problem and solution goals  
    • Brainstorm all possible solutions
      • Write down everyone’s suggestions 
      • Encourage everyone to participate and give ideas 
      • No idea is a bad idea they can all lead to great ideas 
    • Adapt, expand, innovate, and eliminate possibilities
      • Determine the best route with the list of ideas you came up with during the brainstorming
    • Test solution and revise as needed 
      • Compose a response and edit / wordsmith until you feel it is ready to submit 
      • Share with the classroom

Whole Group Model with the classroom the following scenario: (15 mins)
DEAR ABBY: I’m a freshman in high school, and it’s great. I’ve made a lot of new friends, but most of them are guys. For some reason, they think I’m this girly-girl type who doesn’t like to get my hands dirty. When it’s time to do something that involves lifting, they think they have to take over. If they ever saw me at home, they’d think I was a whole different person. How can I show them I’m not a girly-girl while still being friends with them? — NO GIRLY-GIRL-14

Small Group Discussion: (10 mins)

  • How does our response show we care? 
  • Review what resilience means
  • How do you build resilience?
  • Why is it important to seek advice from people who care about you?
  • How does seeking advice from someone you care about help build resilience?

Lesson Plan Day 2: 

Journal: (5 minutes)

  • Write a Dear Abby Response to the problem you listed in your journal (see lesson plan day one)

Small Group Productive Group work: (25 mins)

  • Students can use the Problem-Solving Handout to gather their thoughts 
  • Students will go through the scenarios listed on the Scenario Handout (Allow them to choose one they would like to work on together)
  • Students will use the Problem Solving Essentials tool and compose a solution for the problem 

Whole Group: (10 mins) 

  • Share aloud the advice your group offered for the teen 

Exit Ticket: (5 mins) 

  • How does advice from someone who cares about you help build resilience?

References 

If students are unfamiliar with advice columns you can send them to the sites below to review and read some of the responses from Abby.

Dear Abby. 2020. Uexpress. [online] Available at: <https://www.uexpress.com/dearabby/2020/2/9/2/teen-resents-being-treated-like-a> [Accessed 30 March 2020].

Dr. M., 2020. Ask Dr. M — Advice For Teens Advice Column. Advice For Teens, Advice For Kids, Advice For Children, Advice For Young Adults, Advice For Parents, Advice For Parents Of Kids, Advice For Parents Of Teens, Advice For Parents Of Young Adults. [online] Askdrm.org. Available at: <http://www.askdrm.org/col_teens.html> [Accessed 30 March 2020].