HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 1 Chapter 11 ADOLESCENCE Section 1: Physical DevelopmentPhysical Development Section 2: Social DevelopmentSocial Development Section 3: Identity FormationIdentity Formation Section 4: Changes of AdolescenceChanges of Adolescence

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Physical Development Earlier days and in other culture: Period of transition from childhood to adulthood is short. Adulthood was after sexual maturity. Elaborate ceremony that symbolized the passage from childhood to adulthood. What kind of ceremonies do we have today? 2 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Phsyical Development 20 th century changes this, especially in western societies. Period between childhood and adulthood lengthens. Adolescence covers this period, also considered the teen years Early Adolescence Middle Adolescence (15-18) Late adolescence (18-21) 3 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 4 Chapter 11 Question: How do males and females change physically during adolescence, and what are the psychological effects of these changes? PHYSICAL CHANGES IN BOTH SEXES Adolescent growth spurt – lasts 2-3 years and is a period of rapid growth – 8-12 inches in height Girls begin growth spurt earlier (10-11yrs) than boys (12-13 yrs) Girls tend to be taller and heavier than boys during early adolescence Middle adolescence boys catch up and usually grow taller than the girls. Can not predict when this time will occur. Girls will usually stop growing about 1 year after they get their period. Can be very awkward time for both sexes. Feet and hands my grow faster than body Section 1: Physical Development

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 5 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Physical Development– Sexual Development Sexual Development – onset of puberty is the biological stage that leads to the ability to reproduce During puberty the reproductive organs of both sexes develop and dramatically change the body of an adolescent. Primary sex characteristics: Characteristics that are directly involved in reproduction Secondary sex characteristics: Characteristics that distinguish males and females but are not directly involved in reproduction. 6 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 7 Chapter 11 Question: How do males and females change physically during adolescence, and what are the psychological effects of these changes? PHYSICAL CHANGES IN MALES Testes increase the output of the hormone testosterone, which causes boys’ sexual organs to grow, their voice to deepen, and hair to grow on their faces and later on their chests. During this period of rapid growth, boys develop broader shoulders, thicker bodies as well as develop more muscle tissue. Section 1: Physical Development

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 8 Chapter 11 Question: How do males and females change physically during adolescence, and what are the psychological effects of these changes? PHYSICAL CHANGES IN FEMALES Hormones from the pituitary gland stimulate the ovaries to secrete more estrogen which spurs the growth of breast tissue and supportive tissue in the hips and buttocks making the pelvic region wider and hips rounder. Girls also produce small amounts of androgens in the adrenal glands that stimulate pubic and underarm hair. First menstrual cycle usually begins between the ages of 11 to 14. Average menstrualcycle is 28 days, menstruation usually last 3-7 days. Section 1: Physical Development

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Differences in Maturation Rates: Adolescents reach phsyical maturity at different ages. Boys who mature earlier, studies show they tend to be more popular and leaders within their circle of friends. Competitive edge in sports. Self assured and relaxed, may boost self esteem. Advantages fade over time, boys who mature later show better adjustment as adults Early maturing girls: feel awkward b/c they are taller than their classmates ; may associate with older teens although they are not ready. Differences between early and late maturing girls usually do not last long. 9 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Social Development G. Stanley Hall- American Psychologial Association Adolescence is a time of “Sturm und Drang” German for Storm and stress Why do you think he said this? What could cause an adolescence to go through this period of “Storm and Stress”? 10 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Social Development Hormones But recent studies suggest Cultural and Social influences have more of an effect on behavior than hormones. Adolescence is a psychological and biological concept. Sometime adolescence last longer in some and shorter in others. Why? 11 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Social Development Time to Form relationships Increase knowledge Build self-esteem Develop personal and social skills 12 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Relationships--Parents 13 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Relationship-Parents What stereotypes does society put on teenagers? 14 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Relationship- Parents Parent-child relationships are redefined Adolescence strive to become more independent Can cause conflict Homework/grades Curfew Dating Friends 15 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Relationship- Parents Need to be independent Less time with family Study showed children ages yr olds spent only half as much time with family as the 9 yr olds Older boys time spent with family tended to be replace by time spent alone Older girls divided the time they spent away from their family between friends and solitude 16 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Relationship- parents Most still love, respect, and feel loyalty toward their parents. Good relationship with parents Tend to show greater self reliance and independence Tend to fare better in school and fewer adjustment problems 17 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Relationship—parents Most adolescents will share similar social, political, religious, and economic views as their parents. 18 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Relationship-Parents Mom or dad? Who do you interact more with on a daily basis Who do find more supportive? Who knows you better? Who will tolerate your opinions? Who do you go to for advice? 19 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Relationships-Peers Increase in the importance of peers Peers are more influential and create an emotional support If something upsetting happened at school, who would you tell about it? 20 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Relationship– Peers Friendship: Most tend to have 1 or 2 best friends Purpose of a friend? What characteristics are important in a friend? Girls- more likely to share secrets, personal problems, and feelings with friends Boys- tend to spend time together in larger, less intimate groups…goes into adulthood 21 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Relationships—peers--Cliques and Crowds 22 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Social Development Cliques and Crowds Cliques: peer groups of 5-10 people who spend a great deal of time with one another, sharing activities and confidences Crowds: Larger groups of people who do not spend as much time together but share atitudes and group identity Adolescents join certain cliques int heir search for the stability and sense of belonging that come from being part of such a group. May imitate peer’s clothing, hairstyles, and speech May be intolerant of “outsiders” 23 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Relationships– peer Peer Influences Peer pressure – weak in early adolescence, peaks at age 15, decrease after 17. Teens seek approval of peers and feel better about themselves they receive it Standards to measure their behavior Provide a support system Not always a bad thing: Pressure to do well in school Influenced by parents and peers in different ways Peers- follow dress, hairstyles, speech patterns, and taste in music Parents- moral values and education and career goals 24 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Relationships-dating & romantic Begin dating during adolescence Stage 1: place themselves in situations where they will probably meet peers of the opposite sex. Stage 2: Group Dating Stage 3: traditional 2 person dating Younger adolescence- dating is usually casual and short lived Older Adolescence- more stable and commited 25 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Review Questions How does parent-child relationship change during adolescence? How does it stay the same? Why are adolescents influenced by their peers? (2 reasons) What are the 3 stages of dating? Do you think adolescence is a time of “storm and stress” why or why not? 26 Chapter 11

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 27 Chapter 11 Question: What role do parents and peers play in the lives of adolescents? PARENTS AND PEERS INFLUENCE ADOLESCENTS Teens spend more time with friends and less time at home Teens become more independent and disputes with parents arise over issues such as rules, curfew, homework, and money Teenagers continue to need and rely on parents and usually agree with them on issues such as moral values and educational and career goals Adolescents are influenced by peers because they provide friendship, support, companionship and advice Section 2: Social Development

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 28 Chapter 11 Question: What is identity formation, and what are the four categories of adolescent identity status? IDENTITY FORMATION Identity formation is the process of developing a sense of who one is and what one stands for. Section 3: Identity Formation

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 29 Chapter 11 Question: What is identity formation, and what are the four categories of adolescent identity status? CATEGORIES OF ADOLESCENT IDENTITY STATUS Identity moratorium – delaying commitment Identity foreclosure – making an early and unwavering commitment Identity diffusion – soul searching or wandering without commitment Identity achievement – commitment made after a period of soul searching Section 3: Identity Formation

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 30 Chapter 11 Question: What are some of the challenges that adolescents face in today’s society? CHALLENGES OF TODAY’S ADOLESCENTS Dealing with eating disorders such as Anorexia Nervosa and Bulimia Nervosa Substance abuse Sexuality – how and when to express it Juvenile delinquency – participation in illegal activities Section 4: Changes of Adolescence

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 31 Chapter 11 Question: What are some of the challenges that adolescents face in today’s society? EATING DISORDERS Anorexia Nervosa – a life-threatening disorder characterized by self-starvation and distorted body image Bulimia Nervosa – recurrent binge eating followed by dramatic measures to eliminate food such as vomiting Section 4: Changes of Adolescence

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 32 Chapter 11 Question: What biological changes occur in males and females during adolescence? Growth Spurt Physical Development Sexual Development Differences in Maturation Rates