1. A DOLESCENCE Transitional period b/t childhood and adulthood characterized by many changes (physically, cognitively etc…) OR….Why are you so messed up?

2. P ARTS OF B RAIN  Frontal cortex – last part of brain to mature…isn’t done until you are in your 20’s. Why is this part of your brain called the area of sober second thought? (rational, consequences, judgment, reasoning etc..)  Corpus callosum – problem solving and creativity. During adolescence this area of the brain thickens and processes info more efficiently

3. P ARTS C ONTINUED  Temporal Lobe: ( Amygdala ) – emotional center of the brain. Teens rely more on this area of the brain than adults because prefrontal cortex is not fully developed. Hence the reason teens have a tendency to act more irrational than adults.  Cerebellum – changes dramatically during adolescence. Regulates certain though processes, higher learning, advanced social skills…etc.

4. SO…SO…

5. T HEORIES OF A DOLESCENCE Stanley Hall Transitional (separate) stage characterized by storm and stress. Animal in a cage… Confused, troubled, highly frustrated Margaret Mead Regards adolescence as a continuum of childhood and precursor to adulthood – not a separate stage In some cultures adolescence is highly enjoyable Says confusion in Hall’s theory is a result of industrialized societies Culture creates the concept of adolescence

6. M EAD C ONTINUED One of her famous works was Coming of Age in Samoa, which argued that the turmoil associated with adolescence in the United States was not found in Samoa, and that therefore this adolescent confusion was a product of culture, not biology.

8. P HYSICAL C HANGES Puberty – maturing sexually, the point where reproduction is first possible. Asynchrony? Uneven growth of body parts Awkward Hands, feet, arms, legs

9. M ENTAL C HANGES Changes in the way we think Piaget’s formal operations are to emerge at this stage of our lives Abstract thinking, hypothetical possibilities, analogies, metaphors Formal operations are less prevalent in some societies due to lack of formal education.

10. B RAIN D EVELOPMENT Why are adolescent’s “risk takers” and overly emotional? Relate this to your reading for today

12. D IFFICULTIES OF A DOLESCENCE Becoming independent of family Finding social clique, place among peers Conformity? Interestingly…adolescents tend to choose friends with values close to those of their parents. It’s a Social Development Thing

13. D EPRESSION AND S UICIDE Teenage depression differs from depression in adults Teens usually appear to be extremely angry, hyperactive and frantic….traits that are frequently mistaken for normal behavior in teenagers. Many reasons for the onset of depression

14. G ENDER Is it learned or inherited Define Gender: the behavioral, cultural, or psychological traits typically associated with one sex Gender identity: The sex group (masculine or feminine) to which an individual biologically belongs One’s physical and biological makeup. Between ages of 2 and 3 children learn gender identity

15. G ENDER R OLES Defined partly by genetic makeup, but mainly by the society and culture in which the individual lives. A standard way a person with a given gender identity is supposed to behave. By age 5, most children have learned the thoughts, expectations, and behaviors that accompany their gender roles. What about in the US?

16. S TRESS A person’s reaction to his or her inability to cope with a certain tense event or situation. Think of a stressful event that occurred in your life within the last week. How did you react? Did the situation present you more challenges that you thought you could handle? Could you meet the demands of the situation?

17. SO…SO…

18. S OCIAL R EADJUSTMENT S CALE Open to page 416-417 in text and read chart WHAT DOES IT MEAN? A score of less than 150 to be minor stress. A score b/t 150-199 are experiencing mild stress,200-299 are experiencing moderate stress, A score over 300 is someone experiencing major stress.

19. S OCIAL R EADJUSTMENT S CALE It is estimated that 35% of those with a score below 150 will experience an illness or accident within two years, While those with a score between 150 and 300 have a 51% chance, and those with a score over 300 have an 80% chance of a significant illness or accident. =

20. H OW C AN YOU U SE I T ? Although you might not be able to control the stressful events in your life, you do have control over your response to them and the effect that they have on your life. The negative effects of stress can be reduced by such things as getting enough rest, exercise, good nutrition, and taking some time for yourself.