1. Chapter 11 ADOLESCENCE Section 1: Physical Development
HOLT Psychology
5/21/2019
Chapter 11 ADOLESCENCE
Section 1: Physical Development
Section 2: Social Development
Section 3: Identity Formation
Section 4: Changes of Adolescence
Chapter 11

2. HOLT Psychology
5/21/2019
Chapter 11 ADOLESCENCE
What type of physical developments occur in adolescence?
What or when are the most significant changes in adolescence?
What were the most significant changes that you experienced during early adolescence?
Chapter 11

3. PHYSICAL CHANGES IN BOTH SEXES
Chapter 11
Section 1: Physical Development
Question: How do males and females change physically during adolescence? 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 – 8-10 inches in height
Sexual Development – onset of puberty is the biological stage that leads to the ability to reproduce

4. Adolescence has come to cover most of the teen years.
Chapter 11
Section 1: Physical Development
Physical Development What years do adolescence cover in physical development?
Most people take over the responsibilities of adulthood—going to work, caring for children, and so on—shortly after they reached sexual maturity.
Adolescence has come to cover most of the teen years.
The period is subdivided into smaller categories
Early adolescence (ages 11-14)
Middle adolescence (ages 15-18)
Late adolescence (ages 18-21)

5. What categories are adolescence subdivided into?
Chapter 11
Physical Development
What categories are adolescence subdivided into?
What changes are the most notable during adolescence?

6. Physical Development (continued)
Chapter 11
Section 1: Physical Development
Physical Development (continued)
The biological changes that occur during adolescence are greater than those of any other time of life, with the exception of infancy.
Adolescents are aware of the changes that are taking place and of what the changes mean.
Different adolescents begin their growth spurts at different ages, and they grow at different rates.

7. The Adolescent Growth Spurt
Chapter 11
Section 1: Physical Development
The Adolescent Growth Spurt
Last for 2 to 3 years
Most grow 8 to 12 inches in height
Girls begin growth spurt earlier than boys.
Generally occurs at are 10 or 11 in girls
Boys have growth spurt 2 years later
Psychologists believe more than 15% of adolescents have trouble adjusting to growth spurt

8. Primary sex characteristics—directly involved in reproduction
Chapter 11
Section 1: Physical Development
Sexual Development
Puberty—specific developmental changes that lead to the ability to reproduce.
Primary sex characteristics—directly involved in reproduction
Secondary sex characteristics—not directly involved in reproduction
Examples: growth of hair on certain parts of the body
Deepening of the voice
In females, rounding of hips and breast

9. During puberty Chapter 11 Boys—produce a high level of some hormones
Section 1: Physical Development
Sexual Development
During puberty
Boys—produce a high level of some hormones
Girls—produce a higher level of other hormones

10. PHYSICAL CHANGES IN MALES
Chapter 11
Section 1: Physical Development
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.

11. Changes in Males Chapter 11 Sexual Development
Section 1: Physical Development
Sexual Development
Changes in Males
Pituitary gland causes the testes to increase output of hormone testosterone
Sexual organs grow
Voices deepen
Hair begins to grow on face, and later on chest
Develop broader shoulders and thicker bodies
Develop muscle tissue and larger hearts and lungs

12. PHYSICAL CHANGES IN FEMALES
Chapter 11
Section 1: Physical Development
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.

13. Chapter 11 Sexual Development Changes in Females
Section 1: Physical Development
Sexual Development
Changes in Females
Pituitary gland stimulates ovaries to secrete more estrogen
Estrogen spurs the growth of breast tissue, supportive tissue in the hips and buttocks
Pelvic region widens, hips become rounder
Produce small amounts of Androgens (similar to testosterone)
Androgen stimulates growth of pubic and underarm hair
Estrogen regulates menstrual cycle (begins around ages 11 and 14)
Beginning of Womanhood

14. Differences in Maturation Rates
Chapter 11
Section 1: Physical Development
Differences in Maturation Rates
Boys who mature early:
Tend to be more popular
Tend to be leaders within their circle of friends
Greater in size
Strength may give them a competitive edge in sports
Tend to be more self-assured and relaxed
Are not necessarily more mature
They may be pressured to perform beyond their abilities
May not be prepared to live up to the expectations of others
More likely to display behavior problems
Not all early maturing boys have problems
Boys who mature later tend to show better adjustment to adulthood

15. Differences in Maturation rates
Chapter 11
Section 1: Physical Development
Differences in Maturation rates
Girls who mature early:
May feel awkward because they are taller than their classmates
May be teased about their height
Tempted to associate with older teens, even when they are not emotionally ready for such associations
Older boys assume these girls are more mature than they really are and may pressure them to do things they do not want to do.
Not all girls who mature early encounter problems
Differences between early and late maturing girls does not last long.

16. Chapter 11 Activity Section 1: Physical Development
On a piece of paper write down your age, gender and height (in inches)
Organize the class by age and answer the following questions, How many boys and girls by age.
Organize the class by gender and answer how many boys and girls.
Organize by height, record number of boys and girls by shortest to tallest
From this data speculate as to how many were early and late maturing individuals.
Explain your response in previous question (6 to 8 sentences)

17. Adolescence—better know as “storm and stress”
Chapter 11
Section 2: Social Development
Social Development
Adolescence—better know as “storm and stress”
Hormonal changes of adolescence do have some effect on the activity levels, mood swings, and aggressive tendencies of many adolescents.
Contemporary studies suggest that cultural and social influences may have more of an effect on adolescent behavior than hormones do.
The adolescent period ends when people become adults and take on adult responsibilities.

18. Questions on Relationships
Chapter 11
Questions on Relationships
How much time a day/week/month do you spend with your peers?
How much time a day/week/month is spent with parents?
Who do you listen to the most for advice? Peers or Parents and on what issues?

19. Chapter 11
Section 2: Social Development
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

20. Relationships with Parents
Chapter 11
Section 2: Social Development
Relationships with Parents
Parent-child relationships undergo redefinition.
As adolescents strive to become more independent from their parents, some conflicts may arise.
Striving for greater freedom often results in bickering.
Conflicts center around homework, chores, money, appearance, curfews, and dating.

21. Relationships with Parents
Chapter 11
Section 2: Social Development
Relationships with Parents
The quest for independence may lead to less family time, greater emotional attachment to people who are not family members and more activities outside the home.
Greater independence from parents does not necessarily mean that adolescents withdraw emotionally from their parents or fall completely under the influence of their peers.
Adolescents tend to interact with their mothers more than they do with their fathers.
Also more likely to seek and follow advice from their mothers than from their fathers.

22. Relationships with Peers
Chapter 11
Section 2: Social Development
Relationships with Peers
Most adolescents maintain good relations with their parents, but peers become more important in terms of influence and emotional support.
Friendships are very important
Most adolescents tend to have one or two “best friends” and others they call “good friends”
Teens value loyalty

23. Relationships with Peers
Chapter 11
Section 2: Social Development
Relationships with Peers
Having friends means more to adolescents than just having people to spend time with
They choose friends who are similar to themselves in age, background, educational goals, and attitudes toward drinking, drug use, and sexual activity.
Girls are more likely than boys to share their secrets, personal problems, and innermost feelings
Boys have close friendships however, they tend to spend time together in larger, less intimate groups.

24. Chapter 11
Section 2: Social Development
Cliques and Crowds
Adolescents not only have close friends; they tend to belong to one or more larger peer groups
Cliques—peer groups of 5 to 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 attitudes and group identity.

25. Chapter 11
Section 2: Social Development
Peer Influences
Parents often worry that their adolescent children’s needs for peer approval will influence them to engage in risky or unacceptable behavior.
Peers are more likely to urge adolescents to work for good grades and complete high school than they are to try to involve them in drug abuse, sexual activity or delinquency.
Adolescents are more likely to follow their peers in terms of dress, hairstyles, speech patterns, and taste in music.

26. Peer pressure seems to decrease after the age of 17.
Chapter 11
Section 2: Social Development
Peer Influences
They are more likely to agree with their parents on issues such as moral values and educational and career goals.
In early adolescence, peer pressure is relatively weak, but it increases in middle adolescence, peaking at about the age of 15.
Peer pressure seems to decrease after the age of 17.

27. Dating and Romantic Relationships
Chapter 11
Section 2: Social Development
Dating and Romantic Relationships
Dating usually develops in stages
First stage—adolescents place themselves in situations where they will probably meet peers of the other sex—at after school events.
Second stage—group dating. Joining a mixed group at the movies.
Final stage—they may pair off as couples for traditional dating.

28. People date for several reasons
Chapter 11
Section 2: Social Development
People date for several reasons
Simple because they enjoy spending time with somebody they like.
Help adolescents learn how to relate positively to other people
Help prepare adolescents for the more serious courtship activities that come later in life.
Among younger adolescents, dating relationships tend to be casual and short-lived.
In later adolescence, relationships tend to be more stable and committed.

29. Lists how many times a week you talk to your parents/peers.
Chapter 11
Parents Vs. Peers
Lists how many times a week you talk to your parents/peers.
List the types of conversations that you have:
Personal
Friendly
Casual
Concerning

30. Question: What is identity formation?
Chapter 11
Section 3: Identity Formation
Question: What is identity formation?
IDENTITY FORMATION
Identity formation is the process of developing a sense of who one is and what one stands for.

31. Erik Erikson’s Eight Stages
Chapter 11
Section 3: Identity Formation
Erik Erikson’s Eight Stages
Stage 1—Infancy (0-1)
Trust versus Mistrust
Coming to trust the mother and the environment—to associate surroundings with feelings of inner goodness
Stage 2—Early Childhood (2-3)
Autonomy versus shame and doubt
Developing the wish to make choices and the self-control to exercise choice
Stage 3—Preschool years (4-5)
Initiative versus guilt
Adding planning and “attaching” to choice; becoming active and on the move

32. Erik Erikson’s Eight Stages (continued)
Chapter 11
Section 3: Identity Formation
Erik Erikson’s Eight Stages (continued)
Stage 4—Grammar School years (6-12)
Industry versus inferiority
Becoming eagerly absorbed in skills, tasks, and productivity; mastering the fundamentals of technology
Stage 5—Adolescence (13-18)
Identity versus role diffusion
Connecting skills and social roles to formation of career objectives
Stage 6—Young adulthood (19-30)
Intimacy versus isolation
Committing the self to another; engaging in sexual love

33. Erik Erikson’s Eight Stages (continued)
Chapter 11
Section 3: Identity Formation
Erik Erikson’s Eight Stages (continued)
Stage 7—Middle adulthood
Generativity versus stagnation
Needing to be needed; guiding and encouraging the younger generation
Stage 8—Late adulthood
Integrity versus despair
Accepting the timing and placing of one’s own life cycle; achieving wisdom and dignity

34. Chapter 11 Identity Development
Section 3: Identity Formation
Identity Development
To find an identity that is comfortable, adolescents may experiment with different values, beliefs, roles, and relationships.
Erikson believed that teens who do not succeed in forging an identity may become confused about who they really are and what they want to do in life.
Identity crisis is a turning point in a person’s development when the person examines his or her values and makes or changes decisions about life roles.

35. Chapter 11 Identity Status
Section 3: Identity Formation
Identity Status
The adolescent identity crisis arises as teenagers face decisions about their future work, moral standards, religious commitment or political orientation.
There are four categories of adolescent identity status or reaction patterns and processes.
identity moratorium
identity foreclosure
identity diffusion
identity achievement.

36. Chapter 11
Section 3: Identity Formation
Identity Moratorium
A moratorium is a “time out” period. Teens delay making commitments about important questions.
Adolescents experimenting with different ways of life in their search for an identity may adopt distinctive ways of dressing or behaving.
Adolescents who remain in moratorium longer than other teens may become somewhat anxious as they struggle to find anchors in an unstable world.
It is not unusual for your people to actively explore their life alternatives for a decade or more.

37. Chapter 11
Section 3: Identity Formation
Identity Foreclosure
Identity foreclosure—make a commitment that forecloses or shuts out other possibilities.
The commitment is based on the suggestions of others rather than on their own choices.
An adolescent who is “foreclosed” might decide to become a lawyer because one or both parents are lawyers.
Although following a path recommended by a respected adult eliminates the need to make some hard choices, some adolescents become foreclosed too early.

38. Chapter 11
Section 3: Identity Formation
Identity Diffusion
Identity diffusion seem to be constantly searching for meaning in life and for identity because they have not committed themselves to a set of personal beliefs or an occupational path.
Identity diffusion is characteristic of children in middle school and early high school
If it continues into the 11th and 12th grades, identity diffusion can lead to an “I don’t care” attitude.

39. Chapter 11 Identity Achievement
Section 3: Identity Formation
Identity Achievement
Identity achievement category have coped with crises and have explored options.
Although they have experienced an identity crisis, they have emerged from it with a solid set of beliefs or with a life plan.
Many young people do not reach identity achievement until well after high school. It is normal to change majors in college and to change careers.
It is common to adjust one’s personal goals and beliefs as one matures and views the world from a new or broader perspective.

40. Gender and Ethnicity in Identity Formation
Chapter 11
Section 3: Identity Formation
Gender and Ethnicity in Identity Formation
All adolescents struggle at some point with issues concerning who they are and what they stand for.
The nature of the struggle is different for males and females and for adolescents from different ethnic backgrounds.

41. Gender and Identity Formation
Chapter 11
Section 3: Identity Formation
Gender and Identity Formation
Erikson’s views of the development of identity were intended to apply primarily to boys.
People develop the capacity to form intimate relationships in the young adult stage of development.
The development of interpersonal relationships was more important than occupational issues and values to women’s identity.
He believed that women’s identities were intimately connected with their roles as wives and mothers.

42. Gender and Identity Formation
Chapter 11
Gender and Identity Formation
Many women work outside the home.
Female adolescents are now more apt to approach identity formation like male adolescents.
Female adolescents express concern about how they will balance the day-to-day demands of work and family life
Women in the United States still bear most of the responsibility for rearing the children and maintaining the home.

43. Ethnicity and Identity formation
Chapter 11
Section 3: Identity Formation
Ethnicity and Identity formation
Identity formation is often more complicated for adolescents from ethnic minority groups.
Adolescents faced with two sets of cultural values: those of their ethnic group and those of the larger society.
Prejudice and discrimination can also contribute to the problems faced by adolescents from ethnic minority groups as they strive to forge a sense of identity.
Adolescents whose father and mother are from different cultural backgrounds must also wrestle with balancing two cultural heritages.
The children may experience some emotional conflicts.

44. Identity moratorium – delaying commitment
Chapter 11
Section 3: Identity Formation
Review
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

45. CHALLENGES OF TODAY’S ADOLESCENTS
Chapter 11
Section 4: Changes of Adolescence
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

46. Chapter 11
Section 4: Changes of Adolescence
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

47. Adolescence is a rewarding time of life for many young people.
Chapter 11
Section 4: Challenges of Adolescence
Facing Challenges
Adolescence is a rewarding time of life for many young people.
Some adolescents have problems that seem too large to handle.
Adolescents who are not accepted by their peers often experience loneliness and feelings of low self-esteem.

48. Chapter 11 Eating Disorders
Section 4: Changes of Adolescence
Eating Disorders
Adolescent growth spurt makes it important for teenagers to receive adequate nutrition.
Average for girls---2,200 calories a day
Average for boys---3,000 calories a day
Teens who primarily eat foods such as hamburgers, pizza, potato chips, and candy may not be getting the nutrients their growing bodies need.
The two main types of eating disorders are anorexia and bulimia nervosa.

49. Women with anorexia greatly outnumber men with the disorder.
Chapter 11
Section 4: Changes of Adolescence
Anorexia Nervosa
Anorexia nervosa is a life threatening disorder characterized by self-starvation and a distorted body image.
Adolescents with anorexia usually weigh less the 85 % of what would be considered a healthy weight
Women with anorexia greatly outnumber men with the disorder.
Girls with anorexia usually deny that they are wasting away.

50. Chapter 11
Anorexia Nervosa
Many girls with anorexia become obsessed with food. They surround themselves with cookbooks, take on the family shopping chores and prepare elaborate dinners—for others.
Women with anorexia may lose 25 % or more of their body weight in a year.
About 4 to 5 % of women with anorexia die from causes related to the problem, such as weakness or imbalances in body chemistry.

51. The great majority of people with bulimia are females.
Chapter 11
Section 4: Changes of Adolescence
Bulimia Nervosa
Bulimia nervosa is characterized by recurrent cycles of binge eating followed by dramatic measures to eliminate food, such as vomiting.
The great majority of people with bulimia are females.
They compensate for what they have eaten by fasting, strict dieting, and vigorous exercise.
They tend to be perfectionists about their body shape and weight.

52. Origins of Anorexia Nervosa and Bulimia Nervosa
Chapter 11
Section 4: Changes of Adolescence
Origins of Anorexia Nervosa and Bulimia Nervosa
More women than men develop these problems.
Some ideas for why:
Represents a woman’s effort to return to a stage before puberty
To avoid growing up, separating from her family and taking on adult responsibilities.
Trying to conform to an ideal body shape.
Example: Popular fashion models—9 % taller and 16% slimmer than the average woman. The 16 % equates to at least 16 pounds.

53. Origins of Anorexia Nervosa and Bulimia Nervosa
Chapter 11
Section 4: Changes of Adolescence
Origins of Anorexia Nervosa and Bulimia Nervosa
Men involved with eating disorders are involved in sports or jobs that require them to retain a certain weight, such as wrestling, dancing, and modeling.
Men controls their weight with intense exercise.
Men are under social pressure to conform to an ideal body image—one that builds their upper bodies and trims their abdomens

54. Origins of Anorexia Nervosa and Bulimia Nervosa
Chapter 11
Section 4: Changes of Adolescence
Origins of Anorexia Nervosa and Bulimia Nervosa
Families play a role in eating disorders.
Parents of adolescent girls with eating disorders are relatively more likely to have problems with eating and dieting themselves, to think that their daughters should lose weight and to consider their daughters to be unattractive.
Some individuals develop eat disorders as a way of coping with feelings of loneliness and alienation they experience in the home.
The disorders tend to run in families and there has been evidence pointing to genetic factors involving perfectionism as increasing the risk of these disorders.

55. Chapter 11 Treatment Section 4: Changes of Adolescence
Eating disorders are a severe health problem and people who have them require professional assistance to overcome them.
Sometimes individuals are given a choice—either to enter a treatment program or to remain in school as long as they stp losing weight and receive counseling.
They may have to see a psychologist on a regular basis and have their weight checked weekly.
Treatment is a long and difficult process.
Many issues are often involved including some that have nothing to do with food.

56. Substance abuse usually begins with experimentation in adolescents.
Chapter 11
Section 4: Changes of Adolescence
Substance Abuse
Substance abuse usually begins with experimentation in adolescents.
Reasons for experimentation
Curiosity
Response to peer pressure
Parental abuse
Rebelliousness
Escape from boredom or pressure
Looking for excitement or pleasure

57. Chapter 11 Substance Abuse Section 4: Changes of Adolescence
Government survey of more than 15,000 teenagers across the US found the use of drugs and cigarettes increased over the 1990s, despite public education campaigns about the risks.
Cigarettes--35 % of teenagers lighting up
Marijuana—27 % of teenagers using
Cocaine—4 %
Alcohol—used at least occasionally by the majority of high school and college students
Drinking in early adolescence is a risk factor for alcohol abuse later in life

58. Chapter 11
Section 4: Changes of Adolescence
Substance Abuse
Some 430,000 Americans die from smoking-related diseases each year, including lung cancer, emphysema and heart attacks
Regular use of alcohol and some other substances can cause teenagers to become addicted to them.

59. Chapter 11
Section 4: Changes of Adolescence
Treatment
Withdrawing form alcohol and other drugs can be a physically and psychologically painful experience for people of any age.
Detoxification—the removal of the toxic substance from the body.
Psychological—therapists help young people understand the meaning of their drug use.
Therapy can help teenagers recognize that low self-esteem may be at the root of their problems.

60. Chapter 11 Drug Prevention
Most school drug-prevention programs are aimed at stopping the use of so called gateway drugs.
These drugs include alcohol, cigarettes, and marijuana.
They are typically tried first—before teenagers “open the gate” to more powerful drugs, such as heroin and cocaine.
Scare tactics can arouse their curiosity and disbelief.
Peer counseling is often effective because students are generally more willing to believe other students who have actually used the substances they are being warned against.

61. Chapter 11
Sexuality
Many adolescents struggle with issues of how and when to express their sexual feelings
There bodies may be giving them a powerful “go-ahead” signal at the same time that their parents and other adults are advising them of the dangers of early sexual relationships and encouraging them to practice abstinence.
Many teenagers may assume that sexual activity is more widespread among their peers than it actually is.
Many adolescents are not sexually active.

62. Chapter 11
Sexuality
10 % of American girls between the ages of 15 and 19 become pregnant each year.
Amounts to more than 900,000 pregnancies a year. (2,466 a day)
Life for teenage mothers is an uphill struggle.
Teenage mothers are more likely to live in poverty and lack hope for their futures than teenagers of the same age who do not have children.
Half of all adolescent mothers quit school and go on welfare.
Few receive financial or emotional help from the fathers of their children.
The fathers often cannot support themselves, much less a family.

63. Factors that contribute to teen pregnancy
Chapter 11
Factors that contribute to teen pregnancy
Problematic relationships with parents or rebellion against parents
Emotional problems, such as feelings of emptiness or loneliness
Problems in school or lack of educational or vocational goals
Societal loosening of traditional prohibitions against adolescent sexuality and the portrayal of sexual themes in the media
Pressure from peers who are engaging in sexual activity
Misunderstanding or lack of knowledge about reproduction

64. Chapter 11
Sexuality
Some adolescent girls intentionally become pregnant to try to strengthen relationships with their boyfriends or to fill an emotional void by having a child.
Premature motherhood tends to make emotional problems worse, not better.
Teen mothers are more likely to give birth to premature babies and to babies who are below average weight.

65. Extreme acts of delinquency
Chapter 11
Juvenile Delinquency
Juvenile delinquency—refers to many illegal activities committed by children or adolescents.
Extreme acts of delinquency
Robbery
Rape
Homicide
All of which are considered criminal acts regardless of the age of the offender

66. Chapter 11
Juvenile delinquency
Status offenses—less serious offenses which are illegal only when they are committed by minors.
Status offenses:
Truancy (unexcused absence from school)
Drinking
Smoking
Running away from home

67. Assumptions Chapter 11 Juvenile Delinquency
Some people assume that teenagers from poor neighborhoods are more likely to break the law than other teens.
Not true—research shows that low income is not a factor
Children whose mothers work outside the home are more likely to engage in delinquent behavior.
Not true—research shows that this is not the case

68. Chapter 11
Juvenile Delinquency
Status offenses tend to be handled by school officials, social workers, parents and other such authorities.
Between 25 to 30 % of the serious crimes in the United States are committed by teenagers under the age of 18.

69. Factors that contribute to Juvenile delinquency
Chapter 11
Factors that contribute to Juvenile delinquency
Low self-esteem and feelings of alienation
Lack of affection, lax and ineffective discipline, and use of severe physical punishment in the home
Behavior problems that began at an early age
Poor grades and lack of educational or vocation goals.
Pressure from peers who engage in delinquent behavior
Having a parent or sibling who has been convicted of criminal behavior

70. Chapter 11
Avoiding Problems
Adolescents with clear educational and vocational goals manage to steer clear of problems.
Adolescents who fear the onset of a particular problem are usually better off if they can talk things over with a trusted adult.
Most troubled adolescents do not get into programs developed to deal with juvenile delinquency until after the delinquent behavior pattern has become well established.

71. Chapter 11
Avoiding Problems
Most successful delinquency prevention programs are those that address the potential problems early.
Parents are encouraged to become involved in the activities of their children both in and out of school.

72. Differences in Maturation Rates
Chapter 11
Question: What biological changes occur in males and females during adolescence?
Physical Development
Growth Spurt
Sexual Development
Differences in Maturation Rates