Chapter 9: Adolescence

Section 1: Physical Development

• Adolescence is a fairly new concept

• 3 Categories:

1. Early 11-14

2. Middle 15-18

3. Late 18-21

Growth Spurt

• Abrupt growth – no longer continuous

• Except for infancy – most changes in life

• Girls by 10 or 11• Boys by 12 or 13• 15% have difficulty

adjusting to growth spurt

Sexual Development

• Adolescence begins with onset of puberty

• Puberty – specific developmental changes that lead to ability to reproduce

• Primary sex characteristics – directly involved in reproduction

• Secondary sex characteristics – not directly involved in reproduction

Hormones

• Changes come because of increased hormonal levels

• Boys – testosterone• Girls – estrogen & androgens– Menarche & ovulation

Maturation Rates

• Boys that mature early have advantages– More popular, leaders, competitive edge in sports– More self-assured and relaxed, boosts self-esteem

• Girls that mature early = awkward– May be tempted to associate with older teens,

could be teased or pressured– Usually not long-lasting effects

Brain Development

• Cerebral cortex thickens in areas being used

• Less active frontal lobe, more active amygdalas

Cognitive Development

• Egocentrism –

• Imaginary audience –

• Personal fable -

Section 2: Social Development

Relationships with Parents

• Redefined

• Constant rebellion & quest for independence – especially early on

• Greater emotional attachment to friends

– Boys: replace family time with alone time

– Girls: replace family time with friends & alone time

• Usually share similar social, political, religious, economic views

• Interact more with mothers

Attachment to Parents

• Kids that feel close to parents:– Self-reliant– Independent– Better grades– Fewer adjustment

problems

Relationship with Peers

• Why have friends?– Accept us for who we are– Loyal– Supportive and understanding– Contribute to self-esteem

• Who are they?– Similar in age, background, educational goals, etc.– Closest friends: usually same sex– Girls usually closer with friends

Peers (continued)

• Cliques– peer groups 5-10 people (both sexes)– Crowd – larger group that still shares attitudes– Imitate peer speech, dress, may be intolerant of outsiders

• Peer Influences – more likely to positively influence– Follow music tastes, hair styles, etc.

• Still more likely to follow parents on moral values, educational and career goals

Peer Pressure

• Weak in early adolescence• Peaks around age 15• Decreases after age 17• Why influenced by peers?– Want approval– Provide standards– Provide support

Dating & Romantic Relationships

• Occurs in Stages1. After-school events2. Group dating3. Traditional dating

• Why date?– Spending time with person– Learn how to relate to other people– Prepares for serious dating

• Young adolescents – dating is casual / short-lived

Section 3: Identity Formation

Task of Adolescence

• According to Erik Erikson: search for identity– A sense of who we are

and what we stand for

Identity Development

• Find identity by choosing and committing to a particular role or occupation

• May try out different “selves”• Identity crisis: turning point when we make

life decisions• Easier to do once we reach formal-operational

stage

Identity Status

• James Marcia studied the ways we handle and cope with identity crisis

• Four categories of identity status 1. Identity Moratorium2. Identity Foreclosure3. Identity Diffusion4. Identity Achievement

Identity Moratorium

• Search for identity• Explore various

alternatives• Delay making

commitments• “I don’t know what I want

to do when I graduate, so I’m going to apply to a few colleges. Then I’ll decide what’s best for me.”

Identity Foreclosure

• Conform• Accept identity and

values from childhood• Choose to identify with

others rather than self• Make commitments

and adopt plans without self-examination

• Become inflexible

• “Everyone in my family has gone into the military after high school, so that’s what I’m planning to do.”

Identity Diffusion

• Make no commitment• No soul-searching• Wander without goals• Become angry and

rebellious• “I have no idea what I’m

going to do after graduation. I’ll just have to see what happens.”

Identity Achievement

• Explore options• Commit self to direction in life and occupation• Find identity• “I’m going to start college in the fall. My

parents wanted me to go into the family business, but I decided I want to go to school to become a teacher.”

Gender & Ethnicity in Identity Formation

GENDER• Females equally concerned

with occupation• But more concerned with

balancing day-to-day demands and occupation

ETHNICITY• Identity formation more

complicated• 2 sets of cultural values can

cause conflict

Homework

• Many TV shows, novels, and movies are based on the experiences of young people trying to figure out how they fit into the world.

• You are going to pick three characters of your choice and describe which of Marcia’s states these characters appear to be in. Give reasons for your opinions.

• If a character appears to move from one state to another during the story, describe this process. Did something happen that seemed to cause the change?

Section 4: Challenges of Adolescence

Eating Disorders

• Anorexia Nervosa – self-starvation and distorted body image– Usually white women of higher economic status– Prolonged problem– Obsessed with food

• Bulimia Nervosa – recurrent cycles of binge eating followed by dramatic measures to eliminate food– Perfectionists about body shape & weight– Fast, strict dieting, vigorous exercise

Origins of Disorders

• Why usually women?• Why sometimes men?• Family life• Genetics • Health concerns• Treatment– Need professional help & close monitoring– Often underlying mental issues

Substance Abuse

• Why does it happen?– Parents do, curiosity, peer pressure, boredom,

stress, rebelliousness• Alcohol, smoking, drugs• Treatment: physically and psychologically

painful

Sexuality

• ½ of high school students have had sex• Decline in pregnancy rates• Teen Moms – will likely live in poverty– Why does it happen?

• Bad relationships with parents• Emotional problems• School problems• Media • Peer pressure• Lack of knowledge• Societal loosening on traditions• Could do it on purpose to strengthen relationship

Juvenile Delinquency

• Criminal acts - Robbery, rape, homicide• Status offenses – only illegal with minors • Income not a factor• Whether or not mom is home not a factor• Why?– Low self-esteem, lack of affection, behavior

problems, bad grades, criminal in family, pressure

Avoiding Behavior Problems

• Having educational / vocational goals• Getting help before it’s too late– Good to get parents involved

• Kids in prevention programs more likely to – Do better in school– Graduate– Go on to college– Get a steady job– Not be criminals as adults

Are You a Junkie?• (20-46 points) – very low score

– Few (if any) addictive behaviors– Tend to be moderate in all things– May seem dull to others, but a very good chance for happiness

in life

• (47-73 points) – medium score– Some warning signs of addictive traits– Under stress may develop strong obsessive-compulsive

tendencies (especially eating and drinking)

• (74-100 points) – high score– Large number of traits that correlate with addictive behavior– Likely to engage in problematic behaviors if not careful