H_D 101 1nd Edition Lecture 24Outline of Last Lecture 1. Individual differences in timing of puberty 2. Consequences of timing of puberty a. Early maturation b. Late maturation c. On-time 3. Sleep habits in adolescence 4. Nutrition in adolescence 5. Eating disorders 6. Types of eating disorders a. Anorexia Nervosab. Bulimia Nervosa 7. Parent-child relationship in adolescencea. Rise in conflictb. Most conflicts are in mild 8. Talking about sex9. Adolescence an STD’s 10. Risk for teen mothers 11. Help for teen pregnancy a. Prevention strategies b. Intervention with teen pregnancy Outline of Current Lecture 1. Characteristics of sexually active adolescence a. Personal b. Family c. Peerd. Education2. Adolescence substance abusers a. Compared to experiments3. Piaget’s theory: Formal operation sages a. Hypothetical-deductive reasoning b. Propositional thought 4. Follow-up research on formal operation a. School aged children start developing abstract thinking skills b. Formal operation may not be universal 5. Consequences of abstract thought These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.a. Self-consciousness and self-focusing b. Idealism and criticism c. Planning and decision making 6. School transitions in adolescence a. Grades decline with each transition b. Low self-esteem 7. Supporting academic achievement 8. Drop-out prevention 9. Erikson’s theory: identity vs. role confusion a. Identity b. Role confusion 10. Self-esteem in adolescence 11. Identity statuses 12. Factors that affect identity development Current Lecture1. Characteristics of sexually active adolescence a. Personal: - Early puberty - Tendency to violate norms - Little religious involvement b. Family: - Step, singles-parent, large family - Week parental monitoring, parent-child relationship c. Peer: - Sexually active friends/ siblings d. Education: - Poor school performance - Low education goals 2. Adolescence substance abusers a. Compared to experiments: - More antisocial, impulsive actions- Stat early - More likely to be affected by genetic and environmental factors 3. Piaget’s theory: Formal operation sages a. Hypothetical-deductive reasoning: - Develop/deduce hypothesis from a general theory b. Propositional thought : - Evaluating the logic of verbal propositions 4. Follow-up research on formal operation a. School aged children start developing abstract thinking skills : - Problems with propositional thinking stillb. Formal operation may not be universal: - Training, context contribute - Often fall back on easier thinking - Schooling essential factor 5. Consequences of abstract thought a. Self-consciousness and self-focusing: - Imaginary audience - Sensitive to criticism - Personal fable b. Idealism and criticism c. Planning and decision making: - Inexperienced - Overwhelming options 6. School transitions in adolescence a. Grades decline with each transition: - Higher standards - Less supportive teaching and learning environment b. Low self-esteem : - More with 6-3-3 (school transitions three times), then 8-4 (school transitions 2 times) - Girls more than boys 7. Supporting academic achievement: - Child rearing practices - Peer influence - School characteristics - Employment schedule 8. Drop-out prevention: - High-quality vocational training - Remedial instruction - Personalized counseling- Extracurricular activities 9. Erikson’s theory: identity vs. role confusion a. Identity: - Define who you are, what you value, and direction in life - Commitments to vocation, personal relationships, sexual orientation, ethnic groups, ideals - Exploring resolution of “identity crisis”b. Role confusion :- Lack of direction and definition of self - Restricted exploration in adolescence - Unprepared for stages of adulthood 10. Self-esteem in adolescence:- Continues to differentiate - Generally rises - Individual differences become more stable - Self-esteem linked to values of activities, adjustment - Influenced by family, culture 11. Identity statuses: a. Identity achievement - High level of commitment - High level of exploration b. Moratorium: - High level of exploration - Low level of commitment c. Identity foreclosure: - High level of commitment- Low level of exploration d. Identity diffusion - Low level of commitment - Low level of exploration 12. Factors that affect identity development: - Personality: flexible, open-minded- Child rearing: authoritative, attached- Peers, friends - Schools -