1. Unit 2 Understanding Adolescent Development

2. Objectives
Explain basic adolescent development in relation to physical, emotional, social, and cognitive tasks
Describe the impact of brain research on understanding adolescent behavior
Discuss adolescent risk-taking and impulsive behavior
Explore potential disruptions in normal adolescent development

3. Activity Defining Adolescence

4. Adolescent Development
Begins around ages 10 to 13 and involves changes in
Brain development
Physical changes (puberty)
Moral development
Social/identity development
Cognitive development (thinking)

5. Adolescence is like giving a teenager a car that…
Has a new engine with a lot of horsepower (physical)
Is powered by a sensitive gas pedal that can go from 0-60 mph in seconds (emotional)
Is controlled by a brake system that won’t work completely for several years (thinking)
Shares the same race track with many other cars of the same age (social)

6. Activity What is the first thing people notice when a youth enters adolescence?

7. Physical Development
Adolescence is marked by an increase in hormone production in both boys and girls.
This change occurs at different rates and times.

8. Case Study of Henry
Henry is a 15-year-old white male. He has been arrested in the past for theft and possession of marijuana. He’s on probation for those delinquent acts. Henry is small for his age. He never participated in sports and has few friends. His mother and aunt refer to him as their “little man.” Teachers report that Henry has a history of being aggressive toward other youth and teachers, and appeared to be slower to understand school information than his classmates.
When Henry went through the local Juvenile Assessment Center, testing showed that Henry had difficulty thinking about if-then and what-if situations. When asked about where he would like to be in 2 or 3 years, Henry stated, “I’m not sure; maybe going to school.” Henry stated that he took some clothes from a local shopping mall because, “Everyone had jacked some really cool stuff and I was the only one that didn’t have anything. They said I was a momma’s boy. The only problem was I was the one stupid enough to get caught.” His response for smoking marijuana was, “I don’t know why everyone is freaking out and making a big deal out of this with me. Everyone does it.”

9. Case Study of Henry (cont’d)
Others describe that Henry has never been involved in any type of community or school organization. He never has played any type of organized sports or participated in clubs/organizations at school. Henry has very little contact with his father. His father has been in and out of jail since Henry was a year old and is currently serving time in another state. Henry’s mother has been in and out of jail herself for crimes such as possession of drugs and worthless check writing. Henry has lived with his grandmother, his aunt, and/or his uncle when his mom is in jail.

10. Emotional and Social Development
Sense of purpose
Participating in activities and gaining acknowledgement for participation
Pro-social behavior rewarded; deviant behaviors punished

11. Emotional and Social Development
Sense of control
Consistency is key
Changes from external
“My world is controlled by others.”
. . . to internal.
“My behaviors determine what happens to me.”

12. Emotional and Social Development
Sense of belonging
Monitoring and supervising activities
Talking about interests and problems

13. Emotional and Social Development
Sense of identity
Belief in abilities, control, and relationships
Social Skills
Conversation skills
Assertiveness skills

14. What is Cognitive Development?
It refers to the way in which individuals learn and think about the environment around them.

15. Cognitive Development
The part of the brain that develops last during adolescence is the prefrontal lobe, which controls some important functions:
Weighing pleasure and reward
Susceptibility to peer pressure
Self-control
Complicated decision- making

16. The Wiring of the Adolescent Brain

17. What Science Tells Us About the Teen Brain
Functioning of the frontal lobes is not at adult levels. Why is that important?

18. Brain Basics - Development
As the brain develops, growth happens around different areas of functioning:
First – physical (breathing, heart rate, blood pressure)
Next – emotional (happiness, anger, attachment)
Last – thinking (planning, impulse control)

19. Although teenagers start to look like adults, they are still limited by their cognitive development.

20. Because the brains of teenagers are not yet fully developed, some of their behaviors may result from immaturity.

21. Brainstorm What are some of the types of thinking that will change between adolescence and adulthood?

22. Susceptibility to Peer Influence
Self-Control
Shortsightedness

23. Self Control Impulsivity Declines With Age
Sensation-Seeking Declines With Age

24. Mid-adolescence is a time of high sensation seeking but still- developing self- control, which can be a potentially dangerous combination.

25. Risky Behavior Preferences for Risk Peaks in Mid-adolescence
Risk Perception Declines and then Increases after Mid-adolescence

26. Shortsightedness Immediate Gratification
Youth focus more on gains and less on loss
Youth focus more on what they will get right now and less on what might happen in the future
Older individuals are more willing to delay gratification
Immediate
Gratification

27. Case Study of Henry
When Henry went through the local Juvenile Assessment Center, testing showed that Henry had difficulty thinking about if-then and what-if situations. When asked about where he would like to be in 2 or 3 years, Henry stated, “I’m not sure; maybe going to school.” Henry stated that he took some clothes from a local shopping mall because, “Everyone had jacked some really cool stuff and I was the only one that didn’t have anything. They said I was a momma’s boy. The only problem was I was the one stupid enough to get caught.” His response for smoking marijuana was, “I don’t know why everyone is freaking out and making a big deal out of this with me. Everyone does it.”

28. Susceptibility to Peer Influence
At a time when youth most need adult guidance to mediate some of their impulsive, shortsighted behavior, they are simultaneously trying to move away from their parents’ influence and control.

29. Susceptibility to Peer Influence
With Age, Individuals More Resistant to Peer Influence

30. Peer Influence and Adolescent Behavior

31. Contextual Factors Impacting Teen Development
Behavior is a function of characteristics of the person and environment.
Family
Neighborhood
School
Culture
Trauma and Victimization
Gender and Sexual Orientation

32. Putting It All Together

33. Important Considerations
Age-norms in the study for youth were based on the average in the general community. Most youth seen by juvenile courts are not “average.”
Greater intellectual deficits
More developmental delays
Greater proportion with mental disorders

34. Summing up Cognitive Development
Adolescents are
Less able to control impulses and more driven by the thrill of rewards
More shortsighted and oriented to immediate gratification
Less able to resist peer influence
Summing up Cognitive Development

35. Purpose of Criminal Punishment
To prevent crime – through deterrence, incapacitation, or rehabilitative intervention
To “do justice” – to impose justly deserved punishment in proportion to offender’s blameworthiness

36. Remember… Juvenile offenders are not adult criminals.
“…immaturity is morally relevant to blameworthiness and should have mitigating weight.” (Steinberg, 2007)
Our focus is on mitigation, not excuse.

37. What can SROs do to help adolescents?
Brains develop based on what is experienced (brain plasticity).
Adolescence can be a time of positive experiences.
Adults can help teenagers develop strengths.
Calming and self- regulation skills
Assertiveness rather than aggression
Problem-solving skills