Adolescence
-
Upload
comicspedia -
Category
Documents
-
view
3.311 -
download
3
description
Transcript of Adolescence
1
Adolescence
Module 10
2
Developing Through the Life Span
Adolescence Physical Development Cognitive Development Social Development Emerging Adulthood
3
Adolescence
Many psychologists once believed that childhood sets our
traits. Today psychologists believe that development is a
lifelong process. Adolescence is defined as life
between childhood and adulthood.
AP
Ph
oto
/ Jeff
Ch
iu
4
Physical Development
Adolescence begins with puberty (sexual maturation). Puberty
occurs earlier in females (11 years) than males (13
years). Thus height in females increases
before males.
5
Primary Sexual Characteristics
During puberty primary sexual characteristics — the reproductive organs and external genitalia — develop rapidly.
Elle
n S
en
isi/ Th
e Im
ag
e W
ork
s
6
Secondary Sexual Characteristics
Also secondary sexual characteristics—the nonreproductive traits such as breast and
hips in girls and facial hair and deepening of voice in boys develop. Pubic hair and hair in
armpit grow in both sexes.
7
Brain Development
Until puberty neurons increase their connections, however, at adolescence
selective pruning of the neurons begin. Unused neuronal connections are lost to
make other pathways more efficient.
8
Frontal Cortex
During adolescence neurons in the frontal cortex grow myelin which speeds up nerve
conduction. Frontal cortex lags behind limbic system development. Hormonal
surges and limbic system may explain teens’ occasional impulsiveness.
9
Cognitive Development
Adolescents’ ability to reason gives them a new level of social awareness. In particular
they can think about:
1. Their own thinking.2. What others are thinking.3. And think about what others are
thinking about them.4. How ideals can be reached.
Criticize society, parents and even themselves.
10
Developing Reasoning Power
According to Piaget, adolescents can handle abstract problems, i.e., they can perform formal operations. Adolescents
can judge good from evil, truth and justice, and think about God in deeper terms.
Willia
m T
hom
as C
ain
/ Getty Im
ag
es
AP
/Wid
e W
orld
Ph
oto
s
11
Developing Morality
Kohlberg (1981, 1984) sought to describe the development of moral reasoning. Kohlberg posed moral dilemmas, like
“Whether a person should steal medicine to save a loved one’s life,” to children and
adolescents and found stages of moral development.
AP
Ph
oto
/ Dave
Martin
12
Moral Thinking
1. Preconventional Morality: Before age 9, children show morality to avoid punishment or gain reward.
2. Conventional Morality: By early adolescence social rules and laws are upheld for their own sake.
3. Postconventional Morality: Affirms people’s agreed-upon rights or follows personally perceived ethical principles.
13
Moral Feeling
Moral feeling is more than than moral thinking. When posed with simulated moral dilemmas the brain’s emotional areas only
lighted up when the nature of the dilemmas were emotion driven.
14
Moral Action
Moral action involves doing the right thing. People who engage in doing the right
thing, develop empathy for others, self-discipline for themselves to restrain their
own impulses.
15
Social Development
Psychosocial Stages of Development
• Each stage is characterized by a different conflict (task) that must be resolved by the individual.
• Conflicts arise when the environment makes new demands on people.•The person is faced with
a choice between two ways of coping with each crisis, an adaptive, or maladaptive way.• Only when each crisis is
resolved will the person have the strength to deal with the next stage.
Trust Vs. Mistrust (0-1yr)
• Infant dependent on adults to meet all needs.
• When needs are met in consistent manner the infant begins to trust.
• She/he has resolved the “conflict” of discomfort by trusting that an adult will help.
Autonomy Vs. Shame and Doubt (1-3 years)
• Testing independence by assuming more “self-responsibilities”.
• “ME DO IT!”• Child wants to do
everything for him/herself. (Feed, dress, toilet)
• Adult needs to provide guidance and support for the increasingly independent child.
Initiative Vs. Guilt (3-5)
• Child is ready to take initiative in planning some actions.
• Wants to develop an idea and see it take place.
• Adults encourage creativity and support child in trying out his/her ideas.
Industry Vs. Inferiority (6-12)
• Child must deal with demands to learn new skills or risk a sense of inferiority, failure, and incompetence.
• Important to help children set realistic goals and maintain
motivation to reach goals.
Identity Vs. Role Confusion (teens-early
20s)• Identity achievement reached
through “selective repudiation and mutual assimilation of childhood identifications.” (Erikson, 1968)
• Adolescent must achieve an identity in occupation, sex roles, politics, religion.
22
Forming an Identity
In Western cultures many adolescents try out different selves before settling into a
consistent and comfortable identity. Having such an identity leads to forming close
relationships.
Lela
nd
Bob
ble
/ Getty Im
ag
es
Matth
ias C
lam
er/ G
etty Im
ag
es
23
Parent and Peer Influence
Although teens become independent of their parents as
they grow older, they nevertheless relate
to their parents on a number of things
including religiosity and career choices. Peer approval and relationships are
also very important.
24
Emerging Adulthood
Emerging adulthood spans from 18-25 years. During this time young adults live with their parents and attend college or
work. They marry on average in their mid-twenties.
Arie
l Skelle
y/ Corb
is
Adult Stages• Intimacy vs. Isolation: Young adulthood,
must develop close relationships.• Generativity vs. Stagnation: Middle
adulthood, must find some way to satisfy and support the next generation
• Ego Identity vs. Despair: Late adulthood, sense of acceptance of oneself as one is and of being fulfilled.