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Adolescence

Module 10

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Developing Through the Life Span

Adolescence Physical Development Cognitive Development Social Development Emerging Adulthood

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Adolescence

Many psychologists once believed that childhood sets our

traits. Today psychologists believe that development is a

lifelong process. Adolescence is defined as life

between childhood and adulthood.

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Physical Development

Adolescence begins with puberty (sexual maturation). Puberty

occurs earlier in females (11 years) than males (13

years). Thus height in females increases

before males.

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Primary Sexual Characteristics

During puberty primary sexual characteristics — the reproductive organs and external genitalia — develop rapidly.

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Secondary Sexual Characteristics

Also secondary sexual characteristics—the nonreproductive traits such as breast and

hips in girls and facial hair and deepening of voice in boys develop. Pubic hair and hair in

armpit grow in both sexes.

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Brain Development

Until puberty neurons increase their connections, however, at adolescence

selective pruning of the neurons begin. Unused neuronal connections are lost to

make other pathways more efficient.

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Frontal Cortex

During adolescence neurons in the frontal cortex grow myelin which speeds up nerve

conduction. Frontal cortex lags behind limbic system development. Hormonal

surges and limbic system may explain teens’ occasional impulsiveness.

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Cognitive Development

Adolescents’ ability to reason gives them a new level of social awareness. In particular

they can think about:

1. Their own thinking.2. What others are thinking.3. And think about what others are

thinking about them.4. How ideals can be reached.

Criticize society, parents and even themselves.

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Developing Reasoning Power

According to Piaget, adolescents can handle abstract problems, i.e., they can perform formal operations. Adolescents

can judge good from evil, truth and justice, and think about God in deeper terms.

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Developing Morality

Kohlberg (1981, 1984) sought to describe the development of moral reasoning. Kohlberg posed moral dilemmas, like

“Whether a person should steal medicine to save a loved one’s life,” to children and

adolescents and found stages of moral development.

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Moral Thinking

1. Preconventional Morality: Before age 9, children show morality to avoid punishment or gain reward.

2. Conventional Morality: By early adolescence social rules and laws are upheld for their own sake.

3. Postconventional Morality: Affirms people’s agreed-upon rights or follows personally perceived ethical principles.

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Moral Feeling

Moral feeling is more than than moral thinking. When posed with simulated moral dilemmas the brain’s emotional areas only

lighted up when the nature of the dilemmas were emotion driven.

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Moral Action

Moral action involves doing the right thing. People who engage in doing the right

thing, develop empathy for others, self-discipline for themselves to restrain their

own impulses.

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Social Development

Psychosocial Stages of Development

• Each stage is characterized by a different conflict (task) that must be resolved by the individual.

• Conflicts arise when the environment makes new demands on people.•The person is faced with

a choice between two ways of coping with each crisis, an adaptive, or maladaptive way.• Only when each crisis is

resolved will the person have the strength to deal with the next stage.

Trust Vs. Mistrust (0-1yr)

• Infant dependent on adults to meet all needs.

• When needs are met in consistent manner the infant begins to trust.

• She/he has resolved the “conflict” of discomfort by trusting that an adult will help.

Autonomy Vs. Shame and Doubt (1-3 years)

• Testing independence by assuming more “self-responsibilities”.

• “ME DO IT!”• Child wants to do

everything for him/herself. (Feed, dress, toilet)

• Adult needs to provide guidance and support for the increasingly independent child.

Initiative Vs. Guilt (3-5)

• Child is ready to take initiative in planning some actions.

• Wants to develop an idea and see it take place.

• Adults encourage creativity and support child in trying out his/her ideas.

Industry Vs. Inferiority (6-12)

• Child must deal with demands to learn new skills or risk a sense of inferiority, failure, and incompetence.

• Important to help children set realistic goals and maintain

motivation to reach goals.

Identity Vs. Role Confusion (teens-early

20s)• Identity achievement reached

through “selective repudiation and mutual assimilation of childhood identifications.” (Erikson, 1968)

• Adolescent must achieve an identity in occupation, sex roles, politics, religion.

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Forming an Identity

In Western cultures many adolescents try out different selves before settling into a

consistent and comfortable identity. Having such an identity leads to forming close

relationships.

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Parent and Peer Influence

Although teens become independent of their parents as

they grow older, they nevertheless relate

to their parents on a number of things

including religiosity and career choices. Peer approval and relationships are

also very important.

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Emerging Adulthood

Emerging adulthood spans from 18-25 years. During this time young adults live with their parents and attend college or

work. They marry on average in their mid-twenties.

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Adult Stages• Intimacy vs. Isolation: Young adulthood,

must develop close relationships.• Generativity vs. Stagnation: Middle

adulthood, must find some way to satisfy and support the next generation

• Ego Identity vs. Despair: Late adulthood, sense of acceptance of oneself as one is and of being fulfilled.