1. Adolescence

2. Adolescence Stage between childhood & adulthood Several changes occur!
Initiation rites:
Birthday milestones
Bar mitzvahs & bat mitzvahs
Graduation
weddings
Changes: mixed abilities, responsibilities as behavior changes
Some societies think that adolescence is a part of childhood
Our society – this period is when you prepare for adulthood
Initiation rites: ceremonies or rituals in which an individual
is admitted to a new status/ accepted into a new position
Birthday milestones (16, 18, or 21)

3. G. Stanley Hall 1904 Adolescence is a transitional period
Time of “great storm and stress”
a marginal being
Confused
Troubled
highly frustrated

4. Margaret Mead Enjoyable time of life
Storm and stress happens in industrial societies
Culture plays an important role
Disagreed w/ G. Stanley Hall to an extent
Adolescence is a part of childhood

5. 1998 study on adolescence: 11% encounter serious difficulties
32% adolescents have sporadic problems
57% adolescents enjoy positive, healthy development
MAJOR physical, mental, and emotional changes
occur during this stage  CAUSES SOME STRESS

6. Robert Havighurst Accept physical body – growing into gender role
Develop relationships w/ peers of BOTH sexes
Emotional independence – PARENTS & Adults
Economic independence – Know it will happen
Most adolescents handle these tasks well &
find ways to cope with stress.
The way adolescents adjusts to development depends on:
- individual adjustment in childhood
- levels of adjustment of his or her parents and peers
- changes that occur during adolescents

7. Physical Adjustment: Puberty: sexual maturation
Average age to begin puberty:
girls 8 – 10
boys 9 – 16
hormones trigger internal and external changes
growth spurt
Asynchrony - uneven growth or maturation of body parts
Puberty: sexual maturation – marks the end of childhood
- diff growth patterns between girls and boys
growth spurt just before puberty (quick increase height/weight)
Females: grow 2 – 3.5 inches per year
Have 1st menstrual period (menarche)
Males: [1st ejaculation (spermarche)]
Growth spurt lasts 3 years longer than girls
develop broad shoulders, more muscle tissue,
voices deepen, hair on face & chest
asynchrony - Awkward stage b/c uneven growth body parts
EX: hands & feet are too large for the rest of the body
The body evens out as the adolescent grows.

8. Reactions to Growth: Many self-conscious with early or late develop
Most say they don’t like physical appearance
Differences in growth affect their personalities
Boys who mature early – BOOST in self-confidence
Boys who mature late – withdrawn or rebellious
Girls who mature early – embarrassment or bossy
Girls who mature late –get along better w/ peers
Behaviors can be psychological self-fulfilling prophecy
Conform to ideals – how they should act, dress, & look
Correlation negative body image & feelings of depression (boys & girls)
Most don’t like their physical appearance
Culture drives what is viewed as ideal!!!
Boys who mature early – heroes in sports, leaders in social activities
Gives them more self-confidence & are more independent than other boys
Boys who mature late – tend to be withdrawn or rebels
Girls who mature early – feel embarrassed rather than proud of height & figure
become bossy or might date older boys
Girls who mature late – less quarrelsome & get along better w/ peers
Behaviors can be psychological self-fulfilling prophecy
EX: Boy who doesn’t meet cultures physical ideal
thinks less of himself doesn’t pursue success as eagerly as others

9. Sexual Development:
Sexual behavior has increased in US over the past 30 years
More STDS
More teenage pregnancies
1997 study – 1 million adolescent pregnancies
Abstinence = only safe choice
Wide variations of what kids are told about appropriate sexual behavior
Study – children of teenage mothers
more likely to do poorly in school
 become teenage parent
 & serve time in prison

10. Cognitive Development:
Adult thinking patterns
Can approach life abstractions – ethics, conformity, & phoniness
Introspection
Rationalization
Adolescents reach this stage at different ages
Rate of mental growth
Economic classes
Adult thinking patterns – Formal Operations Stage
11 – 12 years thinking becomes more abstract
Understand abstract principles - deal w/ analogies and metaphors
Introspection examine one’s own thoughts and motives
Rationalization: deal w/ overpowering emotional feelings;
can explain an unpleasant behavior or emotion in a way
that will preserve his or her self-esteem
One study showed that ½ of 17 year olds have reached this stage

11. Cognitive Development:
Changes:
Thinking patterns
Personality
Social interactions
Adolescents = idealistic
Some think they can save the world
Impatient w/ failures of adult generations
Adolescents = idealistic (hypothetical situations)
Some think they can save the world
Impatient w/ failures of adult generations
Find fault w/ authority figures
Argumentativeness
Apparent hypocrisy
Self-consciousness
invulnerability

12. Moral Development: Lawrence Kohlberg Moral thinking develops in stages
changes in moral thinking Depends on relationship w/ parents or others
Moral growth surges in college b/c independent for 1st time
experiencing different cultures and ideas
Young kids’ moral development are egocentric
Stage 1: act is right or wrong depending if there is punishment
Stage 2: act is right or wrong depending + o r – consequences for self
Stage 3: judge actions whether it is socially approved or not
Stage 4: judge actions whether it is sanctioned by authority
Many people don’t go past stage 4, moral thinking remains rigid
Stage 5: concerned w/ whether a law is just or not
laws must change as the world changes
Stage 6: concerned w/ making fair and just decisions
formulate absolute ethical principles
Feel that moral laws apply to everyone & can’t be broken,
& more important than the law
Lawrence Kohlberg
Moral thinking develops in stages
Have to think abstractly to reach higher levels  see something from another’s viewpoint
1 in 10 adolescents show higher levels of moral thinking

13. Erikson’s Theory of Identity Crisis:
Children are aware of what other’s think about them,
Identity Crisis: inner conflict when they intensely worry about their identities
awareness of sexual drives
see future as a reality
Evaluate their past & think about future
Look at the following aspects of self to find a way to express self in socially acceptable way.
Children’s awareness:
know the labels (good, talented, naughty)
dream of what they can become & role play
live in the present & don’t worry about who they’ll be in the future
Adolescents: begin thinking about the future
physiological changes & cognitive development
- they’ll get a sense of self once identity crisis is resolved
want to be unique, but also struggle to conform
Need to look at self & organize needs, abilities, talents, interests,
background, culture, peer demands…to find a way to
express themselves in a socially acceptable way.
Identity forms when adolescents resolve issues:
choice of occupation
set of values/beliefs to live by
development of sexual identity
Identity forms when adolescents resolve issues

14. James Marcia’s View of the Identity Crisis:
Identity Crisis exists in adolescents
4 Categories for sense of identity:
Identity moratorium adolescents
Identity foreclosure adolescents
Identity confused or diffused adolescents
Identity achievement adolescents
Cause of Identity Crisis:
commitments are made about occupation,
religion, political orientation.
Can transition from one category to another
Can also be in one category for one issue (politics)
and another category for a different issue (religion)
1. Identity moratorium adolescents
Seriously thinking about issues, but haven’t made a commitment
about any important matter facing them
2. Identity foreclosure adolescents
Commitment made on issues from suggestions of others,
not own choice
3. Identity confused or diffused adolescents
haven’t thought about making a decision about issues,
no clear sense of identity
4. Identity achievement adolescents
consider many possible identities,
have freely committed to occupations
& other important life matters
Exploring
Identity Issues
Not Exploring Identity Issues
Decisions already made
Identity Achievement
Identity Foreclosure
Decisions not yet made
Identity Moratorium
Identity Diffusion

15. Social Learning Theory:
Individuals develop from contact with others
Crisis only happens in 20% of adolescent boys because of an EXTERNAL cause, not biological
Development is a continuous process
different idea for how adolescents form their identities
Crisis from external causes: divorce, moving, new set of friends
- Human development occurs through interaction
Development is a continuous process, not cut and dry
gradually gain independence and mature form
of behavior and thinking

16. Social Development Role of Family
Adolescents are finding new roles
They want to become independent of their families
Can be difficult for parents and adolescents
mixed feelings for parents and adolescents
lifestyles sometimes are built around families
Parents have a hard time letting their kids go
Parents need to direct emotional dependence elsewhere
Parents then deal w/ issues of getting older
Parents unsure if their kids are ready to be independent
Adolescents want to be independent, but worry about failing
at the same time  can cause unpredictable behavior

17. Social Development Role of Peers
They define themselves with their friends
How are social groups formed?
What makes someone popular?
Cliques – group within a group
Sense of belonging & closeness
Way to define yourself
Establish identity
What does a group provide?
Self-confidence
Independence from family
Clarify values
Experiment with new roles.
Conformity: acting in accordance with some specified authority
Peer pressure gets stronger from 3rd to 9th grade,
then starts to decline in 12th grade
Peers see each other as equal
Groups are well-defined, distinct styles = early - divided by sex,
then later by class lines, activities
Popularity based on good looks, personality, athletic ability
Cliques: very important to adolescents
Conformity: (-) can cause adolescents to do something
against their judgment

18. Shaping the Adolescent:
Peers:
Fashion
Music taste
Advise on school related issues
Parents:
Beliefs
Standards in marriage
Religion
Educational plans
Peer groups are NOT a threat to parental authority

19. Difficulty During Adolescence:
Juvenile Delinquency
Teen Depression
Suicide
Anorexia/Bulimia

20. Juvenile Delinquency:
Some psychological difficulties surface through changes
although rare for teenagers rate of mental illness and suicide are increasing
suicide has tripled over the past 50 years
What are some examples of juvenile delinquency?
running away
teen pregnancies
alcohol/drug abuse
underachievement in school
Juveniles Crime Involvement 1997:
17% of all violent crime arrests
35% of property crime arrests
Challenges as they grow
– many changes (mind, body, emotions, social relationships)
make it normal to have some psychological difficulties
Most adjust quickly
Juvenile Delinquency: they think they won’t get caught
Crime: The problems and behavior follows them into adulthood

21. Teen Depression & Suicide:
Depression Causes:
loss of a loved one through separation
family relocation
Divorce
Death
Lack of communication
Neglected emotional needs
Reactions to Causes:
Grief
Guilt
Panic
anger
Depression Cause: Breakdown of family unit (divorce or separation),
family can’t communicate appropriately,  neglects emotional needs
Reaction causes:
if they don’t express themselves properly, it can lead to depression

22. Teen Depression & Suicide
How depression looks & acts:
angry
rebellious behavior
Truancy
running away
drinking, drug use, or sex
hyperactive
frantic
Suicide Warning Signs:
change in intensity and frequency of rebellious behavior,
Withdraw from friends
Excessive self-criticism
Talking about suicide
What do you do for that person?
TALK about the problems
SEEK professional help

23. Eating Disorders:
Anorexia nervosa: refusing to eat and not maintaining weight
Treatment: encourage weight gain
deal w/ psychological problems
Bulimia nervosa: binge eating followed by purging
vomiting, using laxatives, dieting and fasting to get rid of calories from binge
Treatment: therapy
antidepressant drugs
Anorexia nervosa:
fear gaining weight
distorted body image (see themselves as overweight)
miss menstrual cycles
assert control over their lives when so much seems beyond their control
Bulimia nervosa:
excessive concern about body shape and weight
privately deal w/ bulimic behavior
causes: feeling of alienation or seeking approval
experience depression, anxiety, and mood swings

24. Gender Gender Identity: one’s physical and biological makeup
age 2 or 3 can label self a boy or a girl
age 5 or 6 know difference between genders (thoughts, expectations & behaviors)
Gender Role: set of behaviors that society considers appropriate for each sex
Vary in different societies
Change over time
Gender stereotypes are everywhere!
- Gender determines how you dress, move, work and play
Gender Role:
how you are supposed to act if you are male or female
EX in U.S.: Males: dominant, competitive, & emotionally reserved
Females: submissive, cooperative, and emotionally responsive
Ideas of roles are becoming more broad

25. Gender Stereotypes
Oversimplified or distorted generalization about the characteristics of men and women
What are some stereotypes of how men & women should behave?
men should be rugged
women should be sensitive
sharp gender-role divisions are no longer necessary

26. Gender Differences: Study: Aggression:
males are more confident in academic areas (math/science)
women saw themselves as less competent EX: children playing
Aggression:
Females: more verbal aggression
Males: more physical aggression
Males – play fighting, rough play
Females – indirect aggression
Gossip
Ignoring
Rejecting
Avoiding the target
Study:
WOMEN: even when they get the same grade!
AGGRESSION:
; women think differently about aggression

27. Gender Differences Cognitive Abilities
Study: Janet Hyde & Marcia Linn
No measurable difference of verbal skills
No difference in mathematic ability
Study on specific topics & age trends Difference:
males outperform females on problem solving and tests of spatial ability.
Women do better on tracking objects
Study: 165 studies on verbal abilities.
Study on specific topics & age trends:
high school students

28. Androgynous:
Combining or blending traditional male and female characteristics
traits desirable for men: ambition, self-reliance, independence, and assertiveness
traits desirable for women: affectionate, gentle, understanding, and sensitive to the needs of others

29. Biological Theory of Gender Difference
Behaviors evolved throughout time:
men got a mate by showing dominance,
women increased chances of raising kids through compassion, warmth, and concern
Biological Theory: role of anatomy, hormones, & brain organization
boys like trucks, girls play with dolls

30. Psychoanalytical Theory of Gender Difference
Gender identity results when the child identifies with the same sex parent
3 – 5 years old

31. Social Learning Theory of Gender Difference
children learn gender roles through imitation
Parents
Friends
Teachers
Other people respond to behavior through rewards and consequences
Social & cognitive processes on how we perceive, organize, and use information.
Rewards/Consequences:
Ex: parents by trucks for boys and dolls for girls
Ex: parents punish a girl for being outspoken, reward for doing chores

32. Cognitive-Developmental Theory of Gender Difference
Children get gender roles through interaction environment & thinking about experiences
they learn standards about behavior
must see self as male or female
Gender schema
organize behavior around this concept
Ex: boy watches football, then engages in rough play w/ other boys
Gender schema:
set of behaviors organized around how
a male or female should think and behave
self-confidence arises when behaving according to that schema

33. Change in Gender Roles:
1960’s – few women looked for a career
1980’s – most women have careers
- work provides $$$ and a sense of self-worth

34. END

35. Kohlberg’s Stages of Moral Development
Stage 1: act is right or wrong depending if there is punishment
Stage 2: act is right or wrong depending + o r – consequences for self
Stage 3: judge actions whether it is socially approved or not
Stage 4: judge actions whether it is sanctioned by authority
{many people don’t go past stage 4, moral thinking remains rigid}
Stage 5: concerned w/ whether a law is just or not
laws must change as the world changes
Stage 6: concerned w/ making fair and just decisions
formulate absolute ethical principles
moral laws apply to everyone & can’t be broken, & more important than the law

36. James Marcia’s 4 Categories for sense of identity:
1. Identity moratorium adolescents
- Seriously thinking about issues, but haven’t made a commitment
about any important matter facing them
2. Identity foreclosure adolescents
- Commitment made on issues from suggestions of others,
not own choice
3. Identity confused or diffused adolescents
- Haven’t thought about making a decision about issues,
no clear sense of identity
4. Identity achievement adolescents
- Consider many possible identities, have freely committed to occupations & other important life matters